The Effect of Generative Artificial Intelligence (AI) Tools on Students' Mathematical Problem-Solving Skills and Conceptual Understanding
David Osigwe
Source abstract
Generative Artificial Intelligence (GenAI) is startingto make a difference to mathematics education as it generates integrated explanations, solution methods, feedback, and alternative ways of approaching mathematical problems, offered instantly to learners. But, the fact that AI solutions are available that are not always synonymous with better learning in mathematics. This study explored how guided use of GenAI could impact students' mathematical problem-solving skills and understanding of mathematical concepts. A quasi-experimental pretest-posttest control group design was used to compare students in the various teaching groups, where one group of students was taught with mathematics through the use of GenAI and another was taught with traditional methods. To assist the students in using GenAI, the intervention was structured following a protocol called Attempt-Ask-Evaluate-Explain-Verify, where the students make an initial independent attempt at solving the problems, use GenAI for targeted assistance, assess generated responses, explain the reasoning, and verify solutions before trying to complete related problems independently. The measures assessing mathematical problem solving skills and conceptual understanding of mathematics were utilized for data collection on which descriptive statistics and analysis of covariance was carried out, with pretest performance as covariate. Evidence presented in the findings suggests that structured use/s have the potential to contribute to mathematical learning beyond correct answer production and include the effect size. Concludes that e-learning's benefits are not just about the technologies students have, but also the expertise in teaching structure that supports the student and the AI tools. Scaffolding through guided interaction, focusing on reasoning, explanation, verification, and independent transfer, could prove to be helpful in supporting students' ability to perform the role of a learning scaffold as opposed to taking its place as mathematical thinking.
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