The Geometry Proof Tutor: an “Intelligent” Computer-Based Tutor in The Classroom

I magine a standard-track geometry class in which it is common for students to come to class early to work on constructing proofs, often continuing to work after the class is dismissed. Imagine a class in which you can spend significant amounts of time working one-on-one with students while the rest of the class is actively engaged in constructing challenging proofs. A fantasy? This scenario actually happened in my geometry classes throughout six months of regular use of a computer-based, “artificially intelligent” tutoring system in a Pittsburgh Public School classroom (Schofield and Verban, in press).