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This article presents an overview of the most popular theoretical approaches to developing computer tools for organising and supporting cognition, learning and teaching in Eastern European countries. Such theoretical approaches as the theory of activity, problem solving modelling, problem-based teaching, constructivism, theories of meta-cognitive processes are described in detail. Its function is to clarify underlying fundamental views on the learning and teaching process the authors used in their papers.
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Bykov et al. (2001) studied this question.
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