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Exploring how teachers support students’ mathematical learning in computer-directed learning environments

Aaron Kessler (Open Learning, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA)
Melissa Boston (Department of Instruction and Leadership in Education, Duquesne University, Pittsburgh, Pennsylvania, USA)
Mary Kay Stein (Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, USA)

Information and Learning Sciences

ISSN: 2398-5348

Article publication date: 16 December 2019

397

Abstract

Purpose

This study explores the teacher’s role for implementing a cognitive tutor (CT) intended to increase students’ knowledge of proportional reasoning and potential impacts on students’ learning.

Design/methodology/approach

Using a mixed methods approach to design-based research, the authors examine results from three different phases of the CT implementation using frameworks from mathematics education research.

Findings

Based on observations of 10 educators, the authors identify 4 different types of interactions among the CT, students and educators. Using observations and student assessment results (n = 134), the authors begin to build an argument that different types of interactions have the potential to impact students’ opportunities to learn in computer-directed learning environments.

Originality/value

The authors conclude that research on the efficacy of computer-directed learning environments should consider differences in implementation of CT materials and that the types of CT, student and educator interactions described herein provide a framework to support such exploration.

Keywords

Citation

Kessler, A., Boston, M. and Stein, M.K. (2019), "Exploring how teachers support students’ mathematical learning in computer-directed learning environments", Information and Learning Sciences, Vol. 121 No. 1/2, pp. 52-78. https://doi.org/10.1108/ILS-07-2019-0075

Publisher

:

Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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