Australian Curriculum, Assessment and Reporting Authority (ACARA)’s Post

While I appreciate the  National Council of Teachers of Mathematics - NCTM position paper on #aieducation that was published today, it is also important to read critical views and identify areas for improvement. This article from Applied Learning Insights, LLC highlights issues of bias and limitations of personalized learning that should also be considered for #k12education when we #TeachAI.  https://lnkd.in/e49gEFrM

There is still time to submit a response to Bill & Melinda Gates Foundation Request for Information (RFI) on AI-Powered Innovations in Mathematics Teaching & Learning. Do you have an innovative approach to transform mathematics learning and instruction using AI-powered technologies? We want to hear from you! Share your idea through this Request for Information by May 20, 2024, and help shape the future of AI in education. Through this RFI, the Bill & Melinda Gates Foundation and Digital Promise hope to surface innovative approaches in K-12 education that are leveraging cutting-edge advancements in AI to dramatically improve mathematics teaching and learning. The aim is to help leaders in K-12 education - district and school leaders, educators, researchers, organization leaders, funders, and others - to have a more complete picture of the work happening in this space. In addition, the K-12 Education team at the Bill & Melinda Gates Foundation hopes to draw from these learnings to guide investment strategies and support impactful work. Please Consider: -Submitting an idea or approach for leveraging AI to transform teaching and learning through this RFI -Spreading the word about this opportunity through your networks, newsletters, and channels. If you have any questions, you are welcome to reach out to the team leading this work at Math.AI@gatesfoundation.org. More info here: https://lnkd.in/g6kiWNZx #AI #K12 #Funding #Innovation #Math #TeachingandLearning

Great! Math education in the U.S. will need to be strategically rethought, re-taught and delivered. AI can help for sure, but more and more the focus needs to be on what the math will be used for - STEM in college, CTE out of high school, mid-career certification in Cyber ? Variability in a systems approach that operates both out of and in school, college or training is critical. Eventually, we will need a personalized SaaS math learning & application infrastructure in the country due to the decreasing number of math capable instructors at all levels and the lack of math teaching continuity across the grade and degree progression.

MANY OF THE TEACHING APPROACHES SUGGESTED BELOW are identified in current mathematics and science education reform as effective instruction for all students. By linking these core instructional strategies with techniques from the field of second-language acquisition, teachers can target the specific needs of language-minority students. AI has a variety of implementations that can help us to advance our knowledge and understanding of the subject inside and outside of school. From solving complex problems to calculating statistics on a whim, AI is primarily beneficial to math as a whole. "THE PARALLELS OR LINKS BETWEEN SCIENCE LEARNING AND SECONDLANGUAGE LEARNING ARE REMARKABLY STRONG." #ELSA #ELSAAI #AI #STEM #ASMOPPS #ASCI #GENAI

This peer-reviewed (in press) paper will appear in the proceedings for the PME-NA conference in the Fall. https://lnkd.in/g6bkVQzW USING HALLUCINATION TO ENVISION THE FUTURE OF MATHEMATICS EDUCATION https://lnkd.in/gQ7fjEjU The paper is based on work *WITH* teachers on a way to use Generative AIs in their classrooms. Centering on the hallucinations of the AIs in responding to pattern-based items that had been used at scale with students in Texas (N>50,000 for each item), an outline of one alternative to simply using LLMs to improve alone-based-learning (aka, "tutoring") environments is provided. As for the "green ideas," and the connection to the future of (mathematics) education, this is from the paper: "...hallucinations are text that is grammatical but also incorrect or wrong in what it means. Chomsky's best-known example of a grammatical but meaningless phrase is "colorless green ideas sleep furiously" (1956, p. 116). It matters both that Chomsky intentionally created this expression to illustrate aspects of his larger analysis of how grammar works and that "an English speaker" would be able to "recognize" this expression "is grammatical" and meaningless (p.116). Generative AIs, based on existing LLMs, can do neither. These AIs can neither intend to generate a meaningless sentence nor can they, on their own, recognize when they have produced what might be seen by us as a semantic trainwreck. The fact that we are able to do both may begin to provide us with a way to think about what can, and possibly should, be the focus of schools-based mathematics education." (Note: PME-NA allows the copyright for papers to be retained by the authors and this is what allows me to share this in-press version. If you want to know more, you are invited to attend the conference.) #education #generativeAI #ai #assessment #education #educationleadership #patternrecognition #edtech #educationresearch #mathematicseducation #edleadership #cognitivescience #learning #teaching #teachingandlearning #chomsky #linguistics #hallucination #structuralism #papert #piaget #constructivism #socialconstructivism

💡 From Bill Gates perspective, the present time is ideal for students, all thanks to the incorporation of AI tools in education and the availability of quality online education. Despite this positive development, there's a noticeable gap in math education that needs to be addressed. Gates has expressed his excitement about the unparalleled access students now have to high-quality education through online courses taught by world-renowned professors. However, his concerns about significant gaps in math education remind us that there's still room for improvement. Despite various initiatives and innovative curriculum approaches, the desired impact has not yet been achieved. Is AI the future of education? How can we best utilize it to bridge the existing gaps in math education? Feel free to share your thoughts! #AI #Education #OnlineLearning #MathEducation #BillGates What do you believe are the most effective strategies for addressing these gaps in math education?

In a thought-provoking read, this provocative piece reveals how algorithms act as curricula, deeply influencing our lives, social norms, and educational systems. The proposal of a counter-curriculum challenges us to rethink and unlearn these embedded biases. By doing so, we can foster more inclusive and relational ways of imagining the future. It's a powerful reminder of the need for critical reflection in how we design and engage with technology and education.

#IntuitiveAI is an initiative to free both AI and human intelligence from positivist control "Intuition...was seen by most of the seventy mathematicians whom I interviewed as a necessary component for developing knowing. Yet none of them offered any comments on whether, and how, they themselves had had their intuitions nurtured as part of their learning process " - LEONE BURION, "Why is Intuition so Important to Mathematicians but Missing from Mathematics Education", For the Learning of Mathematics 19, 3 (November, 1999), https://lnkd.in/gDm2F9_2) The lost of human intuition and subsequently leading to current humanistic crisis could be directly due to the persisted formalization and conventionalism of positivist education. Both Poincare and Brouwer had advocated the anti-formalization and anti-conventionalism of mathematics by emphasizing the intuitive construction of mathematical relationship. But despite a century of postmodernism, positivism still persisted in mathematics.

🚀 We are excited to share our latest report on leveraging Digital Learning Platforms (DLPs) to enhance mathematics learning! Our paper delves into the potential impact of language clarity, precision, engagement, and contextual relevance on mathematical understanding through word problems. We focus on three prominent DLPs—ASSISTments/E-TRIALS, MATHia/UpGrade, and Canvas/Terracotta—and propose hypothetical studies to uncover how subtle language modifications can boost student engagement and comprehension. While these studies serve as illustrations, they offer a roadmap for researchers keen on harnessing DLPs for empirical investigation. Our aim is to shed light on the evolving landscape of research infrastructure in digital learning platforms and the immense opportunities they offer. By highlighting distinct implementations of the same research question across different educational technologies, we unveil both similarities and differences, paving the way for advancements in math education and beyond. Read now: https://bit.ly/49dyplo #EducationResearch #DigitalLearning #MathematicsEducation #EdTech #EmpiricalInvestigation #Innovation #FutureofEducation

🧠 Cognitive Science has transformed our understanding of learning. But what does this mean for your classroom? Here are some of the key implications, drawing on a rather fascinating new study ⤵️ https://bit.ly/3YRx0Oy