When Robots Invade the Neighborhood: Learning to Teach Mathematics Leveraging Both Technology and Community Knowledge

Artificial intelligence in mathematics education: A systematic literature review

“…AI has promoted the social development, and has gradually been applied to the education and teaching with its innovation and epochal characters. Mathematics teacher educators and teachers should consider using innovative tools not typically seen in classrooms, such as robotics, in mathematics instruction as they work to support a focus on reasoning and sense making and make connections to children's community and cultural funds of knowledge (Harper et al, 2021). There is a positive predisposition towards the addition of robots in the learning and teaching of mathematic processes during the first years of school, even though teachers claim there is a struggle to incorporate robots in their lessons due to the high number of students and the reduced space in their classrooms (Seckel et al, 2021).…”

“…The AI approach used in mathematics education for the samples studied were through robotics, systems, tools, teachable agent, autonomous agent, and a comprehensive approach. As seen in Figure 3, the majority of AI approach used for the samples studied were through robotics (45%, n=9) (Casler-Failing, 2018Forsström & Afdal., 2019;Francis & Davis, 2018;Harper et al, 2021;Lopez-Caudana et al, 2020;Rico-Bautista et al, 2019;Sáez-López, 2019;Seckel et al, 2021) and followed by systems (15%, n=5) (Moreno-Esteva et al, 2018;Mills, 2021;Rojano & Garcia-Campos, 2017;Saha et al, 2020;Zakaria et al, 2021). There were two researches that practiced teachable agent's (Gulz et al, 2020;Song, 2017) and also two research mathematical tools' (Dunzhin & Gustafsson, 2018;Salas-Rueda et al, 2020) approach of AI in mathematics education.…”

“…Even though our systematic review only included publications published in English, the research was carried out in various cultural contexts throughout the world. It can be shown that the majority of the collected studies (n=3) were carried out in the USA (Casler-Failing, 2018;Harper et al, 2021;Mills, 2021) and Mexico (Lopez-Caudana et al, 2020;Rojano & Garcia-Campos, 2017;Salas-Rueda et al, 2020). There are two articles in each of the following categories: studies conducted Spain (Sáez-López et al, 2019;Seckel et al, 2021) and Canada (Chesani et al, 2017;Francis & Davis, 2018).…”

“…The analysis revealed that most of the studies reviewed (40%, n=8) used quantitative research methods (Duzhin & Gustafsson, 2017;Gulz et al, 2020;Mills, 2021;Moreno-Esteva et al, 2018;Rico-Bautista et al, 2019;Rojano & Garcia-Campos, 2017;Sáez-López et al, 2019;Zakaria et al, 2021). Subsequently (35%, n=7) of the reviewed studies used the qualitative research method approach in the study (Casler-Failing, 2018Francis & Davis, 2018;Forsström & Afdal, 2019;Harper et al, 2021;Song, 2017;Wu, 2021;), while the remaining (25 %, n=5) used the mixed method approach (Caudana et al, 2020;Chesani et al, 2017;Saha et al, 2020;Salas-Rueda et al, 2020;Seckel et al, 2021). However, there are multiple of data collection method has been used in certain reviewed studies.…”

“…Recently, Voskoglou and Salem (2020) summarized the benefits of using AI or machine in teaching and learning. The current finding of studies discussed the use of robotics in learning and teaching mathematics (Casler-Failing, 2018;Harper et al, 2021;Lopez-Caudana et al, 2020). Learning programming and problem-solving (PS) at a young age is very challenging for them.…”