Collaboration in cognitive tutor use in Latin America: Field study and design recommendations

Abstract

Technology has the promise to transform educational prac-tices worldwide. In particular, cognitive tutoring systems are an example of educational technology that has been ex-tremely effective at improving mathematics learning over traditional classroom instruction. However, studies on the effectiveness of tutor software have been conducted mainly in the United States, Canada, and Western Europe, and little is known about how these systems might be used in other contexts with differing classroom practices and values. To understand this question, we studied the usage of mathemat-ics tutoring software for middle school at sites in three Latin American countries: Brazil, Mexico, and Costa Rica. While cognitive tutors were designed for individual use, we found that students in these classrooms worked collaboratively

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oai:CiteSeerX.psu:10.1.1.913.9669Last time updated on 11/1/2017

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