Teacher-Student-AI Collaborative Classroom: The Platform and Practice of AI-Empowered University Mathematics Education.
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| Title: | Teacher-Student-AI Collaborative Classroom: The Platform and Practice of AI-Empowered University Mathematics Education. |
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| Authors: | DU Lin1, XU Shuang1, XU Zongben2,3 |
| Source: | Frontiers of Education in China. Dec2025, Vol. 20 Issue 4, p477-489. 13p. |
| Subject Terms: | *Generative artificial intelligence, *Mathematics education, *Education periodicals, *Problem solving, *Classrooms |
| Abstract: | Empowering education with artificial intelligence (AI) has established new pathways for high-quality development in education, bringing new opportunities while fostering innovative educational concepts, models, and methodologies. This study introduces an integrated experimental platform, namely, the teacher-student-AI collaborative classroom, for implementing these educational innovations. Grounded in macrodisciplinary, grand-scenario, and big-idea-based education, this classroom is designed to organize instruction for each knowledge unit with a three-phase method: introductory sessions, seminar sessions, and summary sessions. Introductory sessions and summary sessions are teacher-guided, while seminar sessions emphasize the self-directed inquirybased learning of students with AI assistance. During introductory sessions, teachers adopt a problem-analyzing approach to establish learning tasks and contexts. Seminar sessions enable students to engage in collaborative discussions and self-directed learning centered on problem analysis, facilitated by AI large language models (AI-LLMs). Summary sessions, in addition to showcasing the outcomes of student representatives, entail teachers synthesizing knowledge through a problem-solving approach, highlighting the significance of knowledge units and future development. The teacher-student-AI collaborative classroom synergizes the strengths of teachers and AI technology, fostering active student participation, personalized learning, and social-emotional competence development. It serves as a practical platform for innovative, problem-centered education. Applied to the Probability Theory and Mathematical Statistics course in universities, this platform marks improvements in student motivation, initiative, and comprehensive competencies, validating its feasibility and broad applicability. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Empowering education with artificial intelligence (AI) has established new pathways for high-quality development in education, bringing new opportunities while fostering innovative educational concepts, models, and methodologies. This study introduces an integrated experimental platform, namely, the teacher-student-AI collaborative classroom, for implementing these educational innovations. Grounded in macrodisciplinary, grand-scenario, and big-idea-based education, this classroom is designed to organize instruction for each knowledge unit with a three-phase method: introductory sessions, seminar sessions, and summary sessions. Introductory sessions and summary sessions are teacher-guided, while seminar sessions emphasize the self-directed inquirybased learning of students with AI assistance. During introductory sessions, teachers adopt a problem-analyzing approach to establish learning tasks and contexts. Seminar sessions enable students to engage in collaborative discussions and self-directed learning centered on problem analysis, facilitated by AI large language models (AI-LLMs). Summary sessions, in addition to showcasing the outcomes of student representatives, entail teachers synthesizing knowledge through a problem-solving approach, highlighting the significance of knowledge units and future development. The teacher-student-AI collaborative classroom synergizes the strengths of teachers and AI technology, fostering active student participation, personalized learning, and social-emotional competence development. It serves as a practical platform for innovative, problem-centered education. Applied to the Probability Theory and Mathematical Statistics course in universities, this platform marks improvements in student motivation, initiative, and comprehensive competencies, validating its feasibility and broad applicability. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1673341X |
| DOI: | 10.3868/s110-020-025-0025-8 |
