Fostering Culturally-Responsive Calculus Instruction

Enhancing Global Learning Experiences Through AI Integration

Authors

  • Michael Todd Edwards Miami University of Ohio
  • Zheng Yang Sichuan University-Pittsburgh Institute (SCUPI)
  • Carlos A. Lopez-Gonzalez City College of San Francisco

Keywords:

Artificial Intelligence, Culturally-Responsive Instruction, Calculus Thinking, Conceptual Understanding

Abstract

This paper explores the implementation of culturally-responsive calculus tasks facilitated by AI agents in a cross-cultural collaborative learning environment over a period of three weeks. Engaging student pairs from China and the United States in weekly 90-minute sessions via ZOOM, our study employed a qualitative research methodology, focusing on dialogue analysis and student interaction with the AI agent. This approach provided insights into how the AI agent influenced students’ understanding of calculus concepts through historical and cultural lenses. Our findings reveal that the AI agent not only enhanced conceptual understanding but also effectively bridged linguistic and cultural divides, enriching the global learning experience.

Author Biographies

Michael Todd Edwards, Miami University of Ohio

Michael Todd Edwards is a Professor of Mathematics Education at Miami University. Dr. Edwards’ research interests include the use (and misuse) of technology in the teaching and learning of school mathematics and writing as a vehicle to learn mathematics. In his free time, Dr. Edwards enjoys taking walks with his wife, Jennifer, and spending time with his three children, Cassady, Ian, and Dylan.

Zheng Yang, Sichuan University-Pittsburgh Institute (SCUPI)

Zheng Yang is an Associate Professor at Sichuan University–Pittsburgh Institute (SCUPI), an academic entity jointly established in Chengdu, China, by Sichuan University and the University of Pittsburgh. Dr. Yang teaches mathematics and statistics courses at SCUPI. His current research interests in mathematics education include the use of inquiry-based teaching methods in undergraduate courses, teaching and learning mathematics with students in various and diverse background, and the psychology of mathematics.

Carlos A. Lopez-Gonzalez, City College of San Francisco

Carlos A. Lopez-Gonzalez is a mathematics instructor at City College of San Francisco. His research interests include the integration of AI tools into mathematics, mathematics cognition, and Large Language Models (LLMs). Carlos has a Master of Arts in Mathematics, a Bachelor’s degree in Civil Engineering, and certification in Artificial Intelligence (AI) and Machine Learning (ML).

References

Bonner, E. P. (2021). Practicing culturally responsive mathematics teaching. Mathematics Teacher: Learning and Teaching PK-12, 114(1), 6–15. https://doi.org/10.5951/MTLT.2020.0119

Elbow, P. (1973). Writing Without Teachers. Oxford University Press.

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.

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Published

2024-01-27

How to Cite

Edwards, M. T., Yang, Z., & Lopez-Gonzalez, C. A. (2024). Fostering Culturally-Responsive Calculus Instruction: Enhancing Global Learning Experiences Through AI Integration. hio ournal of chool athematics, 95(1), 39–47. etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/9754

Issue

Vol. 95: Fall 2023

Section

Articles

License

By submitting this agreement, the author hereby grants to The Ohio State University, on behalf of its University Libraries