Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program

[1]  Stuart J. Ritchie,et al.  Enduring Links From Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status , 2013, Psychology Science.

[2]  John Self,et al.  The defining characteristics of intelligent tutoring systems research: ITSs care, precisely , 1998 .

[3]  Daniel Solomon,et al.  Schools as Communities, Poverty Levels of Student Populations, and Students’ Attitudes, Motives, and Performance: A Multilevel Analysis , 1995 .

[4]  V. Mcloyd,et al.  Socioeconomic disadvantage and child development. , 1998, The American psychologist.

[5]  Thomas Sullivan,et al.  Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 , 2005 .

[6]  P. Róbert,et al.  Differences in Scholastic Achievement of Public, Private Government-Dependent, and Private Independent Schools , 2008 .

[7]  Closing the Knowledge Gap in Mathematics among Sixth Grade Students using ALEKS , 2011 .

[8]  Arthur C. Graesser,et al.  Intelligent Tutoring Systems , 2018, Lecture Notes in Computer Science.

[9]  J. Clayton.  Changing Diversity in U.S. Schools , 2011 .

[10]  V. Shute.  Focus on Formative Feedback , 2008 .

[11]  Albert T. Corbett,et al.  Cognitive Tutor: Applied research in mathematics education , 2007, Psychonomic bulletin & review.

[12]  Arthur C. Graesser,et al.  The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors , 2013, Comput. Educ..

[13]  Beverly Park Woolf,et al.  Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning , 2008 .

[14]  K. VanLehn.  The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems , 2011 .

[15]  Racial differences in academic achievement among juvenile offenders , 2014 .

[16]  Qing Li,et al.  A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning , 2010 .

[17]  Joseph E. Beck,et al.  Back to the future: a non-automated method for constructing transfer models , 2009, EDM.

[18]  Janet Shibley Hyde,et al.  Cross-national patterns of gender differences in mathematics: a meta-analysis. , 2010, Psychological bulletin.

[19]  Ricarda Steinmayr,et al.  Gender and numerical intelligence: Does motivation matter? , 2014 .

[20]  M. Linn,et al.  Gender Similarities in Mathematics and Science , 2006, Science.

[21]  H. Cooper,et al.  A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning. , 2013 .

[22]  Patrick Onghena,et al.  The Effect of Schools and Classes on Mathematics Achievement , 2002 .

[23]  Jaekyung Lee,et al.  Multiple Facets of Inequity in Racial and Ethnic Achievement Gaps , 2004 .

[24]  Zdenek Zdrahal,et al.  Predicting student performance from combined data sources , 2014 .

[25]  Chen-Lin C. Kulik,et al.  Educational Outcomes of Tutoring: A Meta-analysis of Findings , 1982 .

[26]  M. Linn,et al.  New trends in gender and mathematics performance: a meta-analysis. , 2010, Psychological bulletin.

[27]  H. Braun,et al.  The Black-White Achievement Gap Revisited , 2010 .

[28]  Xiangen Hu,et al.  A Potential Technological Solution for Reducing the Achievement Gap Between White And Black Students , 2013, Knowledge Spaces, Applications in Education.

[29]  Family income and early achievement across the urban-rural continuum. , 2013, Developmental psychology.

[30]  Jeremy Roschelle,et al.  Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics , 2010 .

[31]  M. Kugler.  After-School Programs Are Making a Difference , 2001 .

[32]  Suzanne M. Bouffard,et al.  Do neighborhood and home contexts help explain why low-income children miss opportunities to participate in activities outside of school? , 2009, Developmental psychology.

[33]  Olusola O. Adesope,et al.  Intelligent tutoring systems and learning outcomes: A meta-analysis , 2014 .

[34]  Beth Kurtz-Costes,et al.  Racial and ethnic gaps in the school performance of Latino, African American, and White students. , 2014 .

[35]  Scotty D. Craig,et al.  The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Student’s Mathematics Skills , 2012 .

[36]  Lynn Friedman,et al.  Mathematics and the Gender Gap: A Met-Analysis of Recent Studies on Sex Differences in Mathematical Tasks , 1989 .

[37]  Robert K. Atkinson,et al.  Searching for the two sigma advantage: Evaluating algebra intelligent tutors , 2013, Comput. Hum. Behav..

[38]  J. Hyde,et al.  The Gender Similarities Hypothesis , 2005 .

[39]  A. D. Kanter.  After-School Programs for Adolescents: , 2001 .

[40]  K. Wheldall,et al.  Differential teacher attention to boys and girls in the classroom , 2006 .

[41]  Beverly Park Woolf,et al.  Improving Math Learning through Intelligent Tutoring and Basic Skills Training , 2010, Intelligent Tutoring Systems.

[42]  Neil T. Heffernan,et al.  Student Modeling in an Intelligent Tutoring System , 2011 .

[43]  E. Fennema,et al.  Gender differences in mathematics performance: a meta-analysis. , 1990, Psychological bulletin.

[44]  Arthur C. Graesser,et al.  Instruction Based on Tutoring , 2010 .

[45]  H. Cooper,et al.  A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning , 2014 .

[46]  E. Grigorenko,et al.  Gender Differences and School Influences with Respect to Three Indicators of General Intelligence: Evidence from Saudi Arabia. , 2014 .

[47]  J. Muñiz,et al.  Self-concept, motivation, expectations, and socioeconomic level as predictors of academic performance in mathematics , 2014 .

[48]  Helen F. Ladd,et al.  The Academic Achievement Gap in Grades 3 to 8 , 2006, The Review of Economics and Statistics.

[49]  Katherine Baird.  Class in the classroom: the relationship between school resources and math performance among low socioeconomic status students in 19 rich countries , 2012 .

[50]  Gregory J. Palardy.  Differential school effects among low, middle, and high social class composition schools: a multiple group, multilevel latent growth curve analysis , 2008 .

[51]  Mathieu Koppen,et al.  Introduction to knowledge spaces: How to build, test, and search them , 1990 .

[52]  A. Cross,et al.  The impact of after-school programs on the routine activities of middle-school students: Results from a randomized, controlled trial* , 2009 .

[53]  James A. Kulik,et al.  Effectiveness of Intelligent Tutoring Systems , 2016 .