Cognitive tutoring technology has been extensively used in the United States,
and it has proven effective for increasing students' mathematics skills.
However, reports of the usage of this technology in other regions are scarce.
Given the urgent need to improve public education in Latin America, we have
adapted and experimented with this technology in three countries (Chile,
Mexico, and Ecuador) to learn if it is effective for mathematics learning at
the middle school level (5th - 8th grade). We discuss difficulties, assessment,
and lessons learned in the process of implementation.