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|Title:||Conceptualizing Teacher's Practices in Supporting Students' Mathematical Learning in Computer- Directed Learning Environments|
|Authors:||Kessler, Aaron M.|
Boston, Melissa D.
Stein, Mary Kay
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Kessler, A. M., Boston, M. D., & Stein, M. K. (2014). Conceptualizing Teacher's Practices in Supporting Students' Mathematical Learning in Computer- Directed Learning Environments. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 997-1001.|
|Abstract:||In this paper, we suggest a different conceptualization of teachers' practices in supporting students' mathematical learning in a cognitive tutor or computer-directed learning environment. The CT program examined in this study aimed to enhance students' learning of proportional reasoning through an engaging engineering/robotics context. Students of teachers who assumed an active role in engaging students in mathematical conversations away from the cognitive tutor exhibited significant learning gains, whereas students in settings using the cognitive tutor as designed (with limited interaction from the teacher) did not exhibit learning gains. This research has implications for reconsidering the teacher's role in cognitive tutor or computer-directed learning environments.|
|Appears in Collections:||ICLS2014|
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