This book highlights the contribution of artificial intelligence for mathematics education. It provides concrete ideas supported by mathematical work obtained through dynamic international collaboration, and discusses the flourishing of new mathematics in the contemporary world from a sustainable development perspective. Over the past thirty years, artificial intelligence has gradually infiltrated all facets of society. When it is deployed in interaction with the human designer or user, AI certainly raises new ethical questions. But as soon as it aims to augment intelligence in a kind of human-machine partnership, it goes to the heart of knowledge development and the very performance of work. The proposed themes and the sections of the book address original issues relating to the creation of AI milieus to work on mathematics, to the AI-supported learning of mathematics and to the coordination of usual paper/pencil techniques and "new" AI-aided educational working spaces. The authors of the book and the coordinators of each section are all established specialists in mathematics didactics, mathematics and computer science. In summary, this book is a must-read for everyone interested in the teaching and learning of mathematics, and it concerns the interaction between the human and the machine in both directions. It contains ideas, questions and inspiration that invite to take up the challenge of Artificial Intelligence contributing to Mathematical Human Learning.
Creation of AI Milieus to Work on Mathematics: Evolution of Automated Deduction and Dynamic Constructions in Geometry
Pedro Quaresma
págs. 3-22
Automated Reasoning Tools with GeoGebra: What Are They? What Are They Good For?
Zoltán Kovács, Tomás Jesús Recio Muñiz , María Pilar Vélez Melón
págs. 23-44
Intelligence in QED-Tutrix: Balancing the Interactions Between the Natural Intelligence of the User and the Artificial Intelligence of the Tutor Software
Ludovic Font, Michel Gagnon, Nicolas Leduc, Philippe R. Richard
págs. 45-76
págs. 77-88
A Classification of Artificial Intelligence Systems for Mathematics Education
Steven Van Vaerenbergh , Adrián Pérez Suay
págs. 89-106
AI and Mathematics Interaction for a New Learning Paradigm on Monumental Heritage
Álvaro Martínez Sevilla, Sergio Alonso Burgos
págs. 107-136
AI-Supported Learning of Mathematics: : Using Didactic Models to Design Adaptive Pathways to Meet Students’ Learning Needs in an Online Learning Environment
Brigitte Grugeon-Allys, Françoise Chenevotot-Quentin, Julia Pilet
págs. 141-165
Combining Pencil/Paper Proofs and Formal Proofs, A Challenge for Artificial Intelligence and Mathematics Education
Julien Narboux, Viviane Durand-Guerrier
págs. 167-192
Interaction Between Subject and DGE by Solving Geometric Problems
Jiří Blažek, Pavel Pech
págs. 193-212
Creative Use of Dynamic Mathematical Environment in Mathematics Teacher Training
Roman Hasek
págs. 213-230
Experimental Study of Isoptics of a Plane Curve Using Dynamical Coloring
Thierry Dana-Picard, Zoltán Kovács
págs. 231-250
Teaching Programming for Mathematical Scientists
Jack Bettridge, Eunice Y. S. Chan, Robert M. Corless , James H. Davenport
págs. 251-276
CAS Use in University Mathematics Teaching and Assessment:: Applying Oates’ Taxonomy for Integrated Technology
Daniel Jarvis, Kirstin Dreise, Shannon LaForm-Csordas, Charles F. Doran, Andrey Novoseltsev
págs. 283-317
Modeling Practices to Design Computer Simulators for Trainees’ and Mentors’ Education
Fabien Emprin
págs. 319-341
págs. 343-365
Historical and Didactical Roots of Visual and Dynamic Mathematical Models: The Case of “Rearrangement Method” for Calculation of the Area of a Circle
Viktor Freiman, Alexei Volkov
págs. 365-398
Implementing STEM Projects Through the EDP to Learn Mathematics: : The Importance of Teachers’ Specialization
José Manuel Diego Mantecón , Zaira Ortiz Laso, Teresa Fernández Blanco
págs. 399-415
Digital Technology and Its Various Uses from the Instrumental Perspective:: he Case of Dynamic Geometry
Jana Trgalová
págs. 417-445
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