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

Abstract

PurposeThis 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/approachUsing 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.FindingsBased 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/valueThe 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.