1.
AI in Mathematics Education (from RRS6)
Lamberg and Moss (2023) explore the increasing role of artificial intelligence (AI) in mathematics
education. They discuss the potential of AI tools, such as language models and intelligent
tutoring systems, to personalize learning experiences and improve student engagement. The
study highlights platforms like ASSISTments, which leverages AI to provide personalized feedback
and boost student participation. However, the authors also point out the challenges educators
face when integrating AI into their teaching methods, emphasizing the need for task design and
assessments that account for AI limitations, like ChatGPT's capacity to foster mathematical
curiosity. This research advocates for AI's role in creating interactive learning environments that
address diverse student needs(RRS6).
2. Digital Resources in Mathematics Modules (from RRS5)
Morari et al. (2024) investigate the impact of digital resources on student engagement and
performance in an online mathematics module. This study categorizes student engagement as
active or passive, examining how these behaviors correlate with final grades through a
multivariable regression model. The research found that active engagement with interactive
digital content, such as exercises embedded in lecture videos, was positively associated with
higher academic achievement. The researchers also note that exam-focused resources are
particularly effective in enhancing student performance, especially during emergency remote
teaching necessitated by the COVID-19 pandemic(RRS5).
3. Computational Thinking in Mathematics Curricula (from RRS4)
Whitney-Smith (2023) examines how computational thinking (CT) is being integrated into
national mathematics curricula, using Australia as a case study. The paper discusses the
intersection of computational and mathematical thinking, particularly in problem-solving
contexts. It emphasizes the importance of algorithms, pattern recognition, and decomposition,
aligning these skills with mathematical reasoning. This research also underscores the challenges
in embedding CT into traditional curricula due to a lack of consensus on its definition and
application, although it acknowledges the potential benefits of CT for enhancing mathematical
learning, especially through real-world applications and technological tools(RRS4).
References:
Lamberg, T., & Moss, D. (2023). Proceedings of the Forty-Fifth Annual Meeting of the North
American Chapter of the International Group for the Psychology of Mathematics Education (Vol.
2). University of Nevada, Reno(RRS6).
Morari, V., Palmer, C., Carroll, C., Manning, D., & O’Rourke, S. (2024). Exploring the use and
impact of online digital resources in a mathematics module. European Journal of Science and
Mathematics Education, 12(3), 335-355(RRS5).
Whitney-Smith, R. M. (2023). The emergence of computational thinking in national mathematics
curricula: An Australian example. Journal of Pedagogical Research, 7(2), 41-55(RRS4).
