Mining information from tutor data to improve pedagogical content knowledge

Abstract

School-based intelligent tutoring systems present a unique, largely untapped, teacherdevelopment opportunity. Research on teacher content knowledge has shown that effective teachers develop a specialised 'pedagogical content knowledge' for teaching mathematics. Schoolbased tutors provide a rich record of the student learning process. This record can be mined for insights that contribute to teacher's 'pedagogical content knowledge'. By situating this knowledge in the context of an active teaching-learning process occurring in the school, these insights contribute to a continuous data-driven teacher development exercise.