Teaching the mathematical concept of limit through the use of artificial intelligence
DOI:
https://doi.org/10.56162/transdigital417Keywords:
artificial intelligence, limits, differential calculus, high schoolAbstract
The inclusion of technology in the classroom is a topic of debate, from the constant restrictions on its use within the classroom to the incorporation of technological resources to improve understanding of the topics. This research reflected on the importance of building a course mediated by artificial intelligence (AI) to create academic activities and content. In the specific case of this study, the content was reviewed by a differential calculus teacher at a general high school in Veracruz, Mexico. Each of the problems and exercises was adapted to the needs, preferences, and context of the students. To assess the impact of the instructional design, a quantitative method was used with the 58 participants in the experimental course. The results showed that participants performed outstandingly in both the procedural aspects and the conceptual notion of the limits of a function. This allows for promoting the use of AI to build contextualized lessons for students, with the aim of improving and encouraging their understanding of complex mathematical objects.
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