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Artificial intelligence, computational thinking, and mathematics education

Artificial intelligence, computational thinking, and mathematics education PurposeThe purpose of this paper is to examine the intersection of artificial intelligence (AI), computational thinking (CT), and mathematics education (ME) for young students (K-8). Specifically, it focuses on three key elements that are common to AI, CT and ME: agency, modeling of phenomena and abstracting concepts beyond specific instances.Design/methodology/approachThe theoretical framework of this paper adopts a sociocultural perspective where knowledge is constructed in interactions with others (Vygotsky, 1978). Others also refers to the multiplicity of technologies that surround us, including both the digital artefacts of our new media world, and the human methods and specialized processes acting in the world. Technology is not simply a tool for human intention. It is an actor in the cognitive ecology of immersive humans-with-technology environments (Levy, 1993, 1998) that supports but also disrupts and reorganizes human thinking (Borba and Villarreal, 2005).FindingsThere is fruitful overlap between AI, CT and ME that is of value to consider in mathematics education.Originality/valueSeeing ME through the lenses of other disciplines and recognizing that there is a significant overlap of key elements reinforces the importance of agency, modeling and abstraction in ME and provides new contexts and tools for incorporating them in classroom practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Information and Learning Technology Emerald Publishing

Artificial intelligence, computational thinking, and mathematics education

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2056-4880
DOI
10.1108/IJILT-09-2016-0048
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to examine the intersection of artificial intelligence (AI), computational thinking (CT), and mathematics education (ME) for young students (K-8). Specifically, it focuses on three key elements that are common to AI, CT and ME: agency, modeling of phenomena and abstracting concepts beyond specific instances.Design/methodology/approachThe theoretical framework of this paper adopts a sociocultural perspective where knowledge is constructed in interactions with others (Vygotsky, 1978). Others also refers to the multiplicity of technologies that surround us, including both the digital artefacts of our new media world, and the human methods and specialized processes acting in the world. Technology is not simply a tool for human intention. It is an actor in the cognitive ecology of immersive humans-with-technology environments (Levy, 1993, 1998) that supports but also disrupts and reorganizes human thinking (Borba and Villarreal, 2005).FindingsThere is fruitful overlap between AI, CT and ME that is of value to consider in mathematics education.Originality/valueSeeing ME through the lenses of other disciplines and recognizing that there is a significant overlap of key elements reinforces the importance of agency, modeling and abstraction in ME and provides new contexts and tools for incorporating them in classroom practice.

Journal

The International Journal of Information and Learning TechnologyEmerald Publishing

Published: Mar 6, 2017

References