Examining Social and Technical Change in the Classroom: Algebra Performance Using the Math Cognitive Tutor Software

A math cognitive tutor (MCT) system widely used throughout the U.S. was adapted for use in Chilean middle schools. The curriculum requires large changes in pedagogy, including the use of computers for individual students to progress through an extended Algebra I program. Students enrolled in schools which adopted the MCT significantly improved their math test scores as compared to control group peers. However, the implementation of the changes in the schools and classrooms was not perfect. Those schools which were better prepared to make changes, especially those with sufficient computers, saw their students master more of the software part of the curriculum. Students, teachers, and principals generally viewed the MCT positively. The results on math performance and attitudes are promising for further propagation of the MCT curriculum. Knowledge from this study regarding the structure and implementation required for schools to successfully exploit the unique teaching capabilities of the MCT should guide the future diffusion of this specific social technical intervention.