Engaging Students in Making Artificial Intelligence Tools for Mathematics Education: An Iterative Design Approach
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Resumo
This paper presents conceptualization and operationalization of a three-stage iterative design cycle aimed at involving students in making Artificial Intelligence (AI) tools for mathematics education. Grounded in the making of rule-based systems, technology development theories and child as protagonist methodology, the design emphasizes students’ involvement in AI making across three stages: task design, participatory actions, and consequences. An ongoing study with twenty high school students highlights the potential of these iterative stages in making a rule-base system. The system functions based on its simulations of students’ reasoning processes regarding: (a) hourly changes in the position of the vertices of a 2D shape to form a new shape, and (b) displayed transformation processes, including geometry modeling and constraint satisfaction. Findings from this project, revealing the operationalization of the first iteration of the conceptualized design, are presented. This covers description of students reasoning process in the form of steps, constraints, AI and mathematics concepts. In subsequent iterations, students will refine these descriptions into logics, inferences, and encoding to be simulated by the system. It is recommended that educators operationalize the initial design iteration to inform further AI-making iterations in mathematics education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Education, v. 17, n. 1
- Ano
- 2024 (2024-12-01)
- Idioma
- en
- Palavras-chave
- iterative design cycles; rule-based systems; high school students; geometric modeling; constraint satisfaction; participatory design
- Temas
- Geometria
- DOI
- 10.26711/007577152790171
- ISSN
- 1945-7448, 1945-7502
- Licença
- cc-by-nc-nd
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
NTI-ASANTE, Emmanuel. Engaging Students in Making Artificial Intelligence Tools for Mathematics Education: An Iterative Design Approach. Journal of Mathematics Education, v. 17, n. 1, 2024. DOI: https://doi.org/10.26711/007577152790171.
APA
Nti-Asante, E. (2024). Engaging Students in Making Artificial Intelligence Tools for Mathematics Education: An Iterative Design Approach. Journal of Mathematics Education, 17(1). https://doi.org/10.26711/007577152790171
BibTeX
@article{ntiasante2024,
author = {Nti-Asante, Emmanuel},
title = {Engaging Students in Making Artificial Intelligence Tools for Mathematics Education: An Iterative Design Approach},
year = {2024},
journal = {Journal of Mathematics Education},
volume = {17},
number = {1},
doi = {10.26711/007577152790171},
language = {en}
}RIS
TY - JOUR AU - Nti-Asante, Emmanuel TI - Engaging Students in Making Artificial Intelligence Tools for Mathematics Education: An Iterative Design Approach PY - 2024 JO - Journal of Mathematics Education VL - 17 IS - 1 DO - 10.26711/007577152790171 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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