First Symposium On Artificial Intelligence For Mathematics Education Book Of Abstracts Ai4me 2020
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First Symposium on Artificial Intelligence for Mathematics Education. Book of Abstracts (AI4ME 2020)
Author: Philippe R. Richard
language: en
Publisher: Ed. Universidad de Cantabria
Release Date: 2020-10-29
The digital revolution that we have experienced since the last quarter of the twentieth century has had some influence, yet to be analysed and extended, on the way mathematics is made, taught and learned. While the rate of innovation in these technologies is growing exponentially, the potential impact of most information technologies on mathematical education remains to be fully exploited. In particular, several authoritative voices point out that the technology that will most likely transform education in the coming years is artificial intelligence (AI). Interestingly, today AI is mainly associated with technologies to automate tasks and lower costs, thus serving primarily the interests of the political-administrative, industrial and commercial world. In this scenario, the world of education and, more specifically, didactics, appears at best as a mere user of AI techniques developed in other fields, forgetting that AI should play a much more relevant role here, serving the human being who is doing his work as a mathematician or who is learning mathematics. The AI4ME symposium at the International Centre for Mathematical Meetings (CIEM) in Castro Urdiales is a space for research and reflection to better understand the interconnected challenges of instrumental learning of mathematics and instrumental mathematics, taking advantage of the achievements and opportunities of Artificial Intelligence for Mathematical Education. This book of abstracts gathers the summaries of the talks presented at the symposium, as well as the conclusions of each of the four thematic groups.
First Symposium on Artificial Intelligence for Mathematics Education. Book of Abstracts (AI4ME 2020)
Author: Belén Palop del Río
language: en
Publisher: Ed. Universidad de Cantabria
Release Date: 2020-10-29
The digital revolution that we have experienced since the last quarter of the twentieth century has had some influence, yet to be analysed and extended, on the way mathematics is made, taught and learned. While the rate of innovation in these technologies is growing exponentially, the potential impact of most information technologies on mathematical education remains to be fully exploited. In particular, several authoritative voices point out that the technology that will most likely transform education in the coming years is artificial intelligence (AI). Interestingly, today AI is mainly associated with technologies to automate tasks and lower costs, thus serving primarily the interests of the political-administrative, industrial and commercial world. In this scenario, the world of education and, more specifically, didactics, appears at best as a mere user of AI techniques developed in other fields, forgetting that AI should play a much more relevant role here, serving the human being who is doing his work as a mathematician or who is learning mathematics. The AI4ME symposium at the International Centre for Mathematical Meetings (CIEM) in Castro Urdiales is a space for research and reflection to better understand the interconnected challenges of instrumental learning of mathematics and instrumental mathematics, taking advantage of the achievements and opportunities of Artificial Intelligence for Mathematical Education. This book of abstracts gathers the summaries of the talks presented at the symposium, as well as the conclusions of each of the four thematic groups.
STEM Project-Based Learning
Author: Robert M. Capraro
language: en
Publisher: Springer Science & Business Media
Release Date: 2013-04-20
This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.