Effective mathematics teachers have a large body of professional knowledge, which is largely undocumented and shared by teachers working in a given country's education system. The volume and cultural nature of this knowledge make it particularly challenging to share curricula and instructional methods between countries. Thus, approaches based on knowledge engineering-designing a software system by interviewing human experts to extract their knowledge and heuristics-are particularly promising for cross-cultural curriculum implementations. Reasoning Mind's Genie 2 system demonstrates the viability of such an approach, bringing elements of Russian mathematics education (known for its effectiveness) to the United States. Genie 2 has been adopted on a large scale, with around 67,000 United States students participating in the 2012-2013 school year. Previously published work (some of it in peer reviewed articles and some in non-peer-reviewed independent evaluations) has associated Genie 2 with high student and teacher acceptance, increases in test scores relative to "business as usual" conditions, high time on task, and a positive affective profile. Here, we describe for the first time the design, function, and use of the Genie 2 system. Based on this work, we suggest general principles-which collectively represent a proposed methodology-for the design of intelligent tutoring systems intended for cross-cultural transfer of curriculum and instructional methods.

This study presents Quantitative Field Observations (QFOs) of educationally relevant affect and behavior among students at three schools using Reasoning Mind, a game-based software system designed to teach elementary-level mathematics. High levels of engagement are observed. Possible causes for these high levels of engagement are considered, including the interactive pedagogical agent and other design elements.

Reasoning Mind products are used by over 100,000 students a year and have shown positive outcomes. In this design case we focus on implementation: how Reasoning Mind’s approach evolved to tackle the challenge of achieving consistently high-quality implementations with many different schools, teachers, and students. Key insights include the definition of the Implementation Coordinator role and how that role is managed, the design and refinement of specific tools to support the implementation improvement process, and how Reasoning Mind’s understanding of its organizational values in relationship to its approach to implementation evolved over time. Based on a study in which 23 schools in West Virginia are newly adopting Reasoning Mind, we also reflect on how the design insights are playing out in a large-scale implementation.