| Title: |
AI-Powered Innovations in Mathematics Teaching & Learning: Initial Findings |
| Language: |
English |
| Authors: |
Sierra Noakes; Alison Shell; Parker Van Nostrand; Alexis M. Murillo; Pati Ruiz; Babe Liberman; Digital Promise |
| Source: |
Digital Promise. 2024. |
| Availability: |
Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/ |
| Peer Reviewed: |
N |
| Page Count: |
32 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Bill and Melinda Gates Foundation |
| Document Type: |
Reports - Research; Tests/Questionnaires |
| Education Level: |
Elementary Secondary Education; Postsecondary Education |
| Descriptors: |
Artificial Intelligence; Educational Innovation; Mathematics Instruction; Technology Uses in Education; Mathematics Teachers; Risk; Role; Elementary Secondary Education; Postsecondary Education; Foreign Countries |
| Geographic Terms: |
United States; Asia; Africa; Australia; Europe; North America; South America |
| Abstract: |
This report discusses findings based on responses to a request for information (RFI) led by the Bill & Melinda Gates Foundation and Digital Promise, which received nearly 200 responses that described a variety of innovative approaches to leveraging artificial intelligence (AI) for mathematics teaching and learning. As AI becomes increasingly prevalent in education, three key questions often drive conversations around this emerging technology: What does AI in education look like today; what are the risks to leveraging AI in education and how might those risks be mitigated; and, what should AI's role be in education? The report shares findings to support both education leaders with decisions about AI as well as providers in learning more about market saturation and strategies to mitigate risks. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
ED671278 |
| Database: |
ERIC |