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AI-enhanced Maths: active metacognition and transformative assessment
Hoyos, Lina
Hoyos, Lina
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Date
2024
Educational Level
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
Colombia
Abstract
Context: This research was conducted at Saint George's School in Bogota, Colombia, a bilingual private institution emphasising a high-quality, innovative education. The study focused on the challenges faced by 10th-grade students in Mathematics, particularly regarding foundational knowledge and teaching methodologies.
Aims: The primary aim of this research was to enhance students' performance and confidence in Mathematics through the integration of active learning methodologies and artificial intelligence (AI) tools. The study sought to create a more engaging and personalised learning experience, ultimately developing students' metacognitive processes and improving assessment practices.
Methods: The research employed an action-research approach involving surveys, focused group discussions with 11th-grade students, comparative analysis of historical Maths outcomes, and classroom observations. In addition, the Metacognitive Awareness Inventory (MAI) was utilised to measure changes in students' metacognitive awareness. The implementation phase included training for the Maths teacher in using AI platforms, specifically Educo, and a technique known as feedforward to assist students in problem-solving.
Findings: The findings indicated significant improvements in students' confidence and critical thinking following the implementation of Educo. Specifically, 29% of students reported increased confidence, while 61% noted it helped them identify errors in their work. Although statistical analysis showed no significant changes in average final results, a notable 22% increase in approval percentages was observed. Additionally, skills in cognitive regulation demonstrated improvement, suggesting progress in students' metacognitive capabilities.
Implications: This study highlights the potential benefits of incorporating AI technologies into Mathematics instruction to create a more interactive and supportive educational environment. Other educators might learn from the effective use of AI for personalized feedback and metacognitive skill development, emphasizing the importance of ongoing teacher training in technology integration. The results demonstrate a need for responsive teaching practices that evolve with students' needs, particularly in Mathematics education.
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Keywords (free text)
artificial intelligence, active learning, metacognition, personalized learning, mathematics education