Philippe R. Richard - Mathematics Education in the Age of Artificial Intelligence: How Artificial Intelligence can Serve Mathematical Human Learning
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- Book:Mathematics Education in the Age of Artificial Intelligence: How Artificial Intelligence can Serve Mathematical Human Learning
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This book highlights the contribution of artificial intelligence for mathematics education. It provides concrete ideas supported by mathematical work obtained through dynamic international collaboration, and discusses the flourishing of new mathematics in the contemporary world from a sustainable development perspective.
Over the past thirty years, artificial intelligence has gradually infiltrated all facets of society. When it is deployed in interaction with the human designer or user, AI certainly raises new ethical questions. But as soon as it aims to augment intelligence in a kind of human-machine partnership, it goes to the heart of knowledge development and the very performance of work. The proposed themes and the sections of the book address original issues relating to the creation of AI milieus to work on mathematics, to the AI-supported learning of mathematics and to the coordination of usual paper/pencil techniques and new AI-aided educational working spaces. The authors of the book and the coordinators of each section are all established specialists in mathematics didactics, mathematics and computer science. In summary, this book is a must-read for everyone interested in the teaching and learning of mathematics, and it concerns the interaction between the human and the machine in both directions. It contains ideas, questions and inspiration that invite to take up the challenge of Artificial Intelligence contributing to Mathematical Human Learning.
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The Mathematics Education in the Digital Era (MEDE) series explores ways in which digital technologies support mathematics teaching and the learning of Net Geners, paying attention also to educational debates. Each volume will address one specific issue in mathematics education (e.g., visual mathematics and cyber-learning; inclusive and community based e-learning; teaching in the digital era), in an attempt to explore fundamental assumptions about teaching and learning mathematics in the presence of digital technologies. This series aims to attract diverse readers including: researchers in mathematics education, mathematicians, cognitive scientists and computer scientists, graduate students in education, policy-makers, educational software developers, administrators and teachers-practitioners. Among other things, the high quality scientific work published in this series will address questions related to the suitability of pedagogies and digital technologies for new generations of mathematics students. The series will also provide readers with deeper insight into how innovative teaching and assessment practices emerge, make their way into the classroom, and shape the learning of young students who have grown up with technology. The series will also look at how to bridge theory and practice to enhance the different learning styles of todays students and turn their motivation and natural interest in technology into an additional support for meaningful mathematics learning. The series provides the opportunity for the dissemination of findings that address the effects of digital technologies on learning outcomes and their integration into effective teaching practices; the potential of mathematics educational software for the transformation of instruction and curricula; and the power of the e-learning of mathematics, as inclusive and community-based, yet personalized and hands-on.
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Please contact the publishing editor at Springer: natalie.rieborn@springer.com
Forthcoming titles:
Mathematics Education in the Age of Artificial Intelligence- Philipe R. Richard, M. Pilar Velez and Steven van Vaerenbergh (eds.)
Mathematical Work in Educational Context- Alain Kuzniak, Elizabeth Montoya-Delgadillo and Philippe R. Richard (eds.)
The Mathematics Teacher in the Digital Era: International Research on Professional Learning and Practice (2nd Edition) Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair (eds.)
15 Years of Mathematics Education and its Connections to the Arts and Sciences- Claus Michelsen, Astrid Berckman, Victor Freiman, Uffe Thomas Jankvist and Annie Savard (eds.)
Quantitative Reasoning in Mathematics and Science Education - Glseren Karagz Akar, smail zgr Zembat, Selahattin Arslan and Patrick W. Thompson (eds.)
The Evolution of Research on Teaching Mathematics - Agida Manizade, Nils Fredrik Buchholtz and Kim Beswick (eds.)- Open Access!
Mathematical Competencies in the Digital Era - Uffe Thomas Jankvist and Eirini Geraniou (eds.)
More information about this series at https://link.springer.com/bookseries/10170
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
It would have been good to have a precize and clear definition of Artificial Intelligence (AI) unanimously accepted. Unfortunately, it is not the case today as it was not the case formerly. reminds us that this is a judgement underpinned by a kind of human empathy. Looking closer, it appears that such a judgement assesses both the task which has been achieved by the machine and the way it has been achieved: a behaviour is striking because the task is acknowledged complex and/or the way in which it has been achieved looks
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