BOX 9.7 Learning with the Geometry Tutor When the Geometry Tutor was placed in classes in a large urban high school, students moved through the geometry proofs more quickly than expected by either the teachers or the tutor developers. Average, below-average, and underachieving high-ability students with little confidence in their math skills benefited most from the tutor (Wertheimer, 1990). Students in classes using the tutor showed higher motivation by starting work much more quickly--often coming early to class to get started--and taking more responsibility for their own progress. Teachers started spending more of their time assisting individual students who asked for help and giving greater weight to effort in assigning student grades (Schofield, 1995).