ABSTRACT
In this chapter, we look at some of the knowledge required tosolve problems in Section 5.0 and the much larger fund ofknowledge required to tutor students in the process of solving these same problems in Section 5.1. We did not realize just how much knowledge we employed in tutoring until we tried to make it explicit for the implementers; we describe two different approaches to the discovery process in Sections 5.2 and 5.3, and then summarize what we have learned in Section 5.4.
