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ERIC Number: EJ1134755
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: ISSN-2056-4880
Artificial Intelligence, Computational Thinking, and Mathematics Education
Gadanidis, George
International Journal of Information and Learning Technology, v34 n2 p133-139 2017
Purpose: The purpose of this paper is to examine the intersection of artificial intelligence (AI), computational thinking (CT), and mathematics education (ME) for young students (K-8). Specifically, it focuses on three key elements that are common to AI, CT and ME: agency, modeling of phenomena and abstracting concepts beyond specific instances. Design/methodology/approach: The theoretical framework of this paper adopts a sociocultural perspective where knowledge is constructed in interactions with others (Vygotsky, 1978). Others also refers to the multiplicity of technologies that surround us, including both the digital artefacts of our new media world, and the human methods and specialized processes acting in the world. Technology is not simply a tool for human intention. It is an actor in the cognitive ecology of immersive humans-with-technology environments (Levy, 1993, 1998) that supports but also disrupts and reorganizes human thinking (Borba and Villarreal, 2005). Findings: There is fruitful overlap between AI, CT and ME that is of value to consider in mathematics education. Originality/value: Seeing ME through the lenses of other disciplines and recognizing that there is a significant overlap of key elements reinforces the importance of agency, modeling and abstraction in ME and provides new contexts and tools for incorporating them in classroom practice.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A