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This article describes our work exploring and adapting handwriting recognition-based interfaces in intelligent tutoring systems for students learning algebra equation-solving. The research is motivated by the hypothesis that handwriting as an input modality may provide significant advantages over typing in math learning. We describe our approach and report results to date in exploring the use of handwriting recognition in interfaces for math learning, from both a technical and a pedagogicaldoi:10.1109/mmul.2008.73 fatcat:3ysmbgamvjdtva6shgir6ot5vm