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All Journal Journal of Education For Sustainable Innovation Journal of Multidisciplinary Research and Development Ijarme
Nam, Nguyen Thi Hoai
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Process Of Building An AI Chatbot Scenario For Teaching Mathematics To High School Students Giam, Nguyen Minh; Doc, Nguyen Van; Nam, Nguyen Thi Hoai; Thanh, Ngo Tu; Giang, Nguyen Thi Huong
Al-Mufid Vol 1 No 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i2.552

Abstract

This article emphasizes the importance of artificial intelligence (AI) in mathematics education and proposes a process for developing an AI Chatbot to support mathematics learning. The purpose is to create an engaging learning environment, provide a valuable tool for teachers and educators, improve the quality of mathematics education, and enhance mathematical skills effectively through artificial intelligence. The article presents the process of building a script for the Chatbot, including planning, design, deployment, testing, and integration into teaching. It analyzes the application of artificial intelligence and machine learning in general and the role of AI Chatbot in education in particular. The design includes a 5-step process for developing an AI Chatbot for teaching mathematics. It starts with defining the script structure, creating script content, integrating the script into AI Chatbot, testing, and conducting trial lessons, and concludes with an evaluation. This process ensures the systematic and efficient development of the Chatbot. The product of this process is an AI Chatbot with the functionality of a virtual teacher capable of supporting the teaching of mathematics and fostering mathematical thinking in students. Using AI Chatbots in mathematics education has the potential to enhance interaction and learning performance. It not only helps students gain a deeper understanding but also stimulates mathematical thinking and learning motivation.
Applying Algorithmic Thinking to Teaching Graphs of Functions For Students Through Geogebra Doc, Nguyen Van; Giam, Nguyen Minh; Nam, Nguyen Thi Hoai; Thanh, Ngo Tu; Giang, Nguyen Thi Huong
Journal of Education For Sustainable Innovation Vol. 1 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v1i2.554

Abstract

Algorithmic thinking is a term that is of interest to many educators and teachers. Algorithmic thinking plays an important role not only in problem solving but also in solving real world problems. The article presents some concepts of algorithmic thinking; propose the process of applying algorithmic thinking to teaching function graphs for students through GeoGebra online, helping students to draw all functions in the fastest way. GeoGebra is integrated with algorithms used to graph any function online that students cannot do. GeoGebra is used effectively, interactively and actively supported by many students, students and teachers of Mathematics in the process of graphing functions and graphs in an intuitive and detailed way, thereby developing develop students' thinking.
Application of theories on thinking to build the theory of mathematical thinking in teaching high school mathematics Doc, Nguyen Van; Giam, Nguyen Minh; Nam, Nguyen Thi Hoai; Giang, Nguyen Thi Huong; Thanh, Ngo Tu
Journal of Multidisciplinary Research and Development Vol. 1 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v1i1.624

Abstract

The paper explores the development of a theory on mathematical thinking in the teaching of Mathematics at the high school level (HSL). The first part of the paper presents characteristics of thinking, including problem-solving, direct and indirect aspects, abstraction, generalization, and its close relationship with language. The process of thinking formation is described through various stages, where direct and indirect thinking holds a significant position. The following section classifies types of thinking such as logical thinking, imaginative thinking, and argumentative thinking. Additionally, it categorizes thinking into different levels of independence. Thinking is classified based on the object, the field of perception, and the thinking method. The crucial part of the paper focuses on mathematical thinking, describing it as a creative process applying mathematical methods, concepts, and procedures to solve problems. In conclusion, the paper constructs a theory of mathematical thinking in teaching Mathematics at HSL, aiming to develop and enhance mathematical capabilities in students by grasping fundamental knowledge and skills. It encourages core mathematical abilities such as thinking, modeling and problem-solving.
Co-Authors Doc, Nguyen Van Giam, Nguyen Minh Giang, Nguyen Thi Huong Thanh, Ngo Tu