Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Computers and Classroom Culture
Computers and Classroom Culture
Technology and Social Inclusion: Rethinking the Digital Divide
Technology and Social Inclusion: Rethinking the Digital Divide
Multi-Agent Multi-User Modeling in I-Help
User Modeling and User-Adapted Interaction
Off-task behavior in the cognitive tutor classroom: when students "game the system"
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The case for multi-user design for computer aided learning in developing regions
Proceedings of the 15th international conference on World Wide Web
GoGo board: augmenting programmable bricks for economically challenged audiences
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Mischief: supporting remote teaching in developing regions
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Using Knowledge Tracing in a Noisy Environment to Measure Student Reading Proficiencies
International Journal of Artificial Intelligence in Education
The Behavior of Tutoring Systems
International Journal of Artificial Intelligence in Education
An exploratory study of unsupervised mobile learning in rural India
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Technology-supported cross cultural collaborative learning in the developing world
Proceedings of the 3rd international conference on Intercultural collaboration
Advancing Development of Intercultural Competence through Supporting Predictions in Narrative Video
International Journal of Artificial Intelligence in Education
Exploring display techniques for mobile collaborative learning in developing regions
Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services
A cross-cultural comparison of effective help-seeking behavior among students using an ITS for math
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
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Technology has the promise to transform educational prac-tices worldwide. In particular, cognitive tutoring systems are an example of educational technology that has been ex-tremely effective at improving mathematics learning over traditional classroom instruction. However, studies on the effectiveness of tutor software have been conducted mainly in the United States, Canada, and Western Europe, and little is known about how these systems might be used in other contexts with differing classroom practices and values. To understand this question, we studied the usage of mathematics tutoring software for middle school at sites in three Latin American countries: Brazil, Mexico, and Costa Rica. While cognitive tutors were designed for individual use, we found that students in these classrooms worked collaboratively, engaging in interdependently paced work and conducting work away from their own computer. In this paper we present design recommendations for how cognitive tutors might be incorporated into different classroom practices, and better adapted for student needs in these environments.