Students were required to take 6 hours of mathematics and 6 hours of mathematics education taught as a seamless course over three semesters. elementary teachers participating in an alternative certification program for teaching in an urban setting. To explore this perspective a study was conducted with preservice. Given this evidence, it is appropriate that teacher education programs assess their effectiveness, at least in part, on how well they nurture beliefs that are consistent with their philosophy of learning and teaching.

There is substantial evidence that teachers' beliefs about mathematics impact their teaching of mathematics. None of these changes were envisioned by the tutorвЂ™s developers, highlighting the importance of exploring the unintended effects of technology on classroom functioning. Third, students using the tutors had more control over the kind and amount of help they received from the teacher, with helping interactions becoming more private and potentially less embarrassing. Second, using the tutors allowed teachers to provide more individualized help.

First, rather than replacing the teacher, the tutor provided an additional resource for students.

classrooms suggests three factors that account for this seeming inconsistency. An intensive qualitative study of eight classrooms using the tutors as well as control and comparison. This article documents, explores, and explains a paradox-that students who assert that a teacher provides better help than an artificially intelligent computer-based tutor nonetheless prefer using the tutor to learning in a more traditional manner and appear to learn more while doing so.

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