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.
Creation of AI Milieus to Work on Mathematics: Evolution of Automated Deduction and Dynamic Constructions in Geometry
págs. 3-22
Automated Reasoning Tools with GeoGebra: What Are They? What Are They Good For?
Zoltán Kovács, Tomás Jesús Recio Muñiz, María Pilar Vélez Melón
págs. 23-44
págs. 45-76
págs. 77-88
págs. 89-106
págs. 107-136
AI-Supported Learning of Mathematics: : Using Didactic Models to Design Adaptive Pathways to Meet Students’ Learning Needs in an Online Learning Environment
Brigitte Grugeon-Allys, Françoise Chenevotot-Quentin, Julia Pilet
págs. 141-165
págs. 167-192
págs. 193-212
págs. 213-230
págs. 231-250
Teaching Programming for Mathematical Scientists
Jack Bettridge, Eunice Y. S. Chan, Robert M. Corless, James H. Davenport
págs. 251-276
CAS Use in University Mathematics Teaching and Assessment:: Applying Oates’ Taxonomy for Integrated Technology
Daniel Jarvis, Kirstin Dreise, Shannon LaForm-Csordas, Charles F. Doran, Andrey Novoseltsev
págs. 283-317
págs. 319-341
págs. 343-365
Historical and Didactical Roots of Visual and Dynamic Mathematical Models: The Case of “Rearrangement Method” for Calculation of the Area of a Circle
págs. 365-398
Implementing STEM Projects Through the EDP to Learn Mathematics: : The Importance of Teachers’ Specialization
José Manuel Diego Mantecón, Zaira Ortiz Laso, Teresa F. Blanco
págs. 399-415
Digital Technology and Its Various Uses from the Instrumental Perspective:: he Case of Dynamic Geometry
págs. 417-445
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