facilitated introduction of better conjecturing and argumentation techniques, and the use of modern software tools that facilitate the conjecturing process and that include, where possible, the additional just-in-time support of a computer-based Tutor Agent.
This research was supported by a minigrant from the National Center for Research in the Mathematical Sciences Education at the University of Wisconsin-Madison. Thanks to Jeremy Resnick for his major contributions to the Kite study and to Rich Lehrer for extensive comments on earlier drafts.
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