The impact of collaboration on procedural and conceptual knowledge acquisition in algebra learning

Two types of knowledge have to be acquired when learning mathematics: procedural and conceptual knowledge. To some extent, their acquisition is interwoven; nevertheless, students can often correctly solve a problem, but lack a deep understanding of the underlying mathematical concepts. Along these lines, the Cognitive Tutor Algebra, an intelligent tutoring system for high school math education, has proven effective in promoting the acquisition of procedural skills, but has been criticized for not supporting conceptual understanding. My dissertation project proposes to integrate collaboration and more direct conceptual instruction in the Tutor environment to promote the acquisition of both knowledge types.