THE POTENTIAL OF ARTIFICIAL INTELLIGENCE (AI) IN RESPONSES TO TEACHING AND LEARNING OF MATHEMATICS CHALLENGES NIGERIAN SCHOOLS
Abstract
In mathematics education, many students struggle to learn and retain information, due to the traditional instructional methods being ineffective for all students. Therefore, there is a need for innovative approaches to help students learn and retain information. This paper explores the potential of artificial intelligence (AI) to address the challenges of teaching and learning mathematics in Nigerian schools. AI has the potential to create personalized learning experiences, improve students' engagement and understanding of mathematical concepts, and support teachers in developing appropriate instructional methods. As AI technology continues to advance and become more accessible, its applications in education are likely to become more widespread and effective. The paper also argues that AI has the potential to overcome the limitations of traditional instructional methods, such as the lack of individualized feedback and the inability to tailor the curriculum to the needs of diverse learners. However, the use of AI in education faces several challenges, such as the lack of adequate infrastructure and teacher training. Nonetheless, with proper planning and implementation, AI can revolutionize the way mathematics is taught and learned in Nigerian schools
Keywords:
Artificial Intelligence (AI),, Teaching and Learning, MathematicsDownloads
Published
DOI:
https://doi.org/10.5281/zenodo.10436053Issue
Section
How to Cite
License
Copyright (c) 2023 Mark Sanderson Otikor
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Adeeko, A. A., Bada, O., & Adegun, A. O. (2017). Improving mathematics education in Nigeria: The role of technology. International Journal of Humanities and Social Science Research, 3(7), 83-87.
American Educational Research Association. (2022). Mathematics education (definition 4). Glossary of educational reform. AERA. http://www.aera.net/publications/glossary .
American Psychological Association. (2020). APA Dictionary of Psychology. American Psychological Association. https://dictionary.apa.org/ai-technologies.
Bamidele, O., & Adesina, M. O. (2017). Exploring the use of technology in mathematics learning to promote critical thinking skills among high school students. International Journal of Science, Technology and Society, 2(6), 202-213. http://doi:10.1186/s42269-017-0046-x
Britton, A., & Kumar, S. (2019). Personalized professional development for teachers using artificial intelligence. American Journal of Educational Research, 7(5), 77-83. https://www.scirp.org/journal/paperinformation.aspx?p
Harris, J. (2014). Mathematics education. In D. Smith (Ed.), International encyclopedia of education (2nd ed., pp. 12-19). John Wiley & Sons.
Li, Z., Zhang, Y., & Wang, X. (2021). The development of intelligent adaptive learning systems and their implementation in basic education. In G. Chen & X. Tang (Eds.), AI for education (pp. 1-13). Springer.
Linder, A. (2020). Mathematics education. In T. Teo (Ed.), International encyclopedia of information and library science (2nd ed., pp. 1-10). John Wiley & Sons.
Mellor, R. (2022). Artificial intelligence and its potential for mathematics education in developing countries. British Journal of Arts and Social Sciences, 4(5), 89-107. https://ojs.green-science-publishing.org/index.php/bajass/article/view/118/pdf
Mokoro, M. (2022). The state of mathematics education in Nigeria: A report on current trends and prospects. British Journal of Social Sciences, 5(1), 11-28. https://ojs.green-science-publishing.org/index.php/bsjournal/article/view/62/62
Moss, J. (2021). Artificial intelligence and the future of education: Policy considerations for a global perspective. Journal of Educational Policy, 35(4), 831-852. https://link.springer.com/article/10.1080/02680939.2020.1797753
Nelson, B. D., & Molnar, A. (2020). AI in education: Creating new opportunities while addressing ethical challenges. Educational Researcher, 49(1), 21-26. http://doi:10.3102/0013189X20927846
Nigerian Mathematical Society. (2020). The definition of mathematics education. www.nmsnigeria.org/definition-of-mathematics-education.
Okoye, U. J. (2019). Inadequate opportunities for mathematics students in Nigeria. African Journal of Educational Research and Development, 11(4), 7-16. www.ajerd.com/index.php/ajerd/article/view/559.
Powell, J. (2022). Interactive tutoring systems. Unpublished manuscript. Digital Object Identifier.
Powell, J. (2022). The ITS component and how it works: The benefits of personalization. Unpublished manuscript. Digital Object Identifier.
Powell, J. (2022). The ITS component and how it works: The interface. Unpublished manuscript. Digital Object Identifier.
Powell, J. (2022). The potential benefits of AI technologies for mathematics education. Unpublished manuscript. Digital Object Identifier.
Pujol, D., Englert, T., & Allen, K. (2021). Intelligent tutoring systems: A review. Educational Technology Research and Development, 69(5), 3127-3155. https://doi.org/10.1007/s11423-021-09812-3.
The World Bank. (2019). Diagnosing mathematics education in Nigeria. https://openknowledge.worldbank.org/handle/10986/31857
Uwajumogu, N. I. (2016). The challenges of mathematics education in Nigeria. In Proceedings of the 31st Annual National Conference of the Mathematical Association of Nigeria (pp. 24-28). www.nmsnigeria.org/challenges-of-mathematics-education.
