DIDACTIC FOUNDATIONS OF MATHEMATICS TEACHING ON ARTIFICIAL INTELLIGENCE-BASED INTERACTIVE PLATFORMS
Shahlo Mirzayeva, Vazira Nurillayeva
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Source: Crossref
Published: May 11, 2026
DOI: 10.70413/yo-v04-i43-s40802
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The rapid proliferation of artificial intelligence technologies has created transformative opportunities in mathematics education at secondary and higher educational levels. This study examines the didactic foundations that underpin the design and pedagogical effectiveness of AI-based interactive platforms in the teaching of mathematics. Drawing on constructivist, cognitivist, and connectivist learning theories, the research investigates how AI-driven features — including adaptive learning paths, intelligent tutoring systems (ITS), instant formative feedback, and dynamic visualisation — align with established didactic principles. A quasi-experimental study (n = 91) conducted over one academic semester at Shahrisabz State Pedagogical Institute compared an experimental group using AI-enhanced platforms against a control group receiving conventional instruction. Post-test analysis revealed highly significant performance gains in the experimental group (mean gain: +25.9 points; Cohen's d = 2.49; p < 0.001), a reduction in mathematical misconceptions from 44.8% to 11.3%, and a student satisfaction rate of 89.1%. The study proposes an eight-phase AI-Mediated Didactic Cycle as a replicable instructional framework for mathematics educators.
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