Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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High-quality instruction is essential to facilitating student learning, prompting many professional development (PD) programmes for teachers to focus on improving classroom dialogue. However, during PD programmes, analysing discourse data is time-consuming, delaying feedback on teachers' performance and potentially impairing the programmes' effectiveness. We therefore explored the use of ChatGPT (a fine-tuned GPT-3.5 series model) and GPT-4o to automate the coding of classroom discourse data. We equipped these AI tools with a codebook designed for mathematics discourse and academically productive talk. Our dataset consisted of over 400 authentic talk turns in Chinese from synchronous online...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Integrating mathematical modelling into school curricula is essential for connecting school mathematics with real-world applications. However, teachers often lack the time and resources to design high-quality modelling tasks. While generative artificial intelligence (GenAI) can rapidly produce educational content, existing tools typically generate conventional word problems or routine mathematics exercises rather than resources that foster modelling competencies. This study reports on the design and evaluation of an AI-powered platform that generates mathematical modelling problems and associated pedagogical recommendations grounded in established design principles and retrieval-augmented...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While teachers bear the responsibility for facilitating discourse in second language (L2) classrooms, this study examines a specific pathway linking pedagogy to student participation. We investigated the relationship between a representative dialogic teaching strategy, academically productive talk (APT), and students’ discursive engagement in class. Using a sample of 490 students from seven primary and secondary schools, we analyzed associations among students’ perceptions of their teachers’ APT, students’ willingness to communicate (WTC), L2 learning motivation, L2 communication confidence, and their discursive engagement in L2 English classrooms. Structural equation modeling revealed that student-perceived teacher APT was positively related to both students’ WTC and their discursive engagement with peers. WTC partially mediated the...

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