| Autor: |
Naresh, Nirmala, Yilmaz, Zuhal, Li, Ellen |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2024, p2031-2035, 5p |
| Abstrakt: |
Recent recommendations from national organizations on advancing mathematics education underscore the necessity of integrating artificial intelligence (AI) in the classroom for empowering students. It is necessary to move past the question of "Why use AI" and focus on "How to use AI", "What tools are conducive for AI learning", and "When to use these tools". This shift is necessary for developing a broader and a deeper understanding of the use of AI in mathematics classrooms. In this paper, we feature key findings from a longitudinal case study aimed to explore, understand, and analyze the interactions unfolding between undergraduate teacher education students and an AI tool (ChatGPT) during their engagement with mathematics modeling tasks. We highlight specific findings related to a specific modeling task and describe key aspects of learner-AI engagement. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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