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

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.