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

机译：探索教师如何在计算机指导的学习环境中支持学生的数学学习

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摘要

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.
机译：目的-这项研究探讨了教师在实施认知导师（CT）中的作用，该认知导师旨在提高学生的比例推理知识以及对学生学习的潜在影响。设计/方法/方法-使用混合方法进行基于设计的研究，作者使用数学教育研究的框架检查了CT实施的三个不同阶段的结果。调查结果-基于对10位教育者的观察，作者确定了CT，学生和教育者之间4种不同类型的互动。利用观察结果和学生评估结果（n = 134），作者开始提出一种论点，即不同类型的互动有可能影响学生在计算机指导学习环境中学习的机会。原创性/价值-作者得出的结论是，关于计算机指导的学习环境的功效的研究应考虑CT材料实施方式的差异，并且本文所述的CT类型，学生和教育者之间的互动提供了支持这种探索的框架。

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