Mathematics is a fundamental element of kindergarten education in the 12th year, but students are often faced with important challenges to master increasingly difficult mathematical concepts.
Many students suffer from mathematical anxiety, which can lead to a lack of confidence and motivation. Gaps in fundamental knowledge, especially in the first years and exacerbated by the loss of learning in the continuous pandemic, can make the subjects advanced more difficult to grasp later. Some students may feel disengaged if the program does not connect to their interests or their learning styles.
Teachers, on the other hand, face challenges to meet the various needs of students in a single class. Differentiated teaching is essential, but time constraints, large class sizes and variable skill levels make personalized learning difficult.
To overcome these challenges, schools must focus on early intervention, interactive teaching strategies and the use of engaging digital tools.
Last year in New York public schools, Franklin Delano Roosevelt High School (FDR) The teachers began to use A Edia real -time mathematics coaching platform To give students instant access to mathematical support.
Edia alignments with mathematics of illustrative mathematics, which New York public schools adopted in 2024 As part of its “NYC Solves” initiative – a program to help students develop problem solving, critical thinking and mathematics skills necessary for success for life. Because Edia has the same lessons and activities integrated into its system, learning concepts are reinforced for students.
The FDR began to use Edia in September 2024, first as a tool oriented towards teachers until all data protection measures are in place, and now as educational tool for students in class and at home.
AI coaching of the mathematical platform helps to motivate students to persevere through subjects that are difficult to learn, especially when they finish work at home.
“I was looking for something to have a back and forth for students, so that when they need help, they could ask, at any time of the day,” said Salvatore Catalano, deputy director of mathematics and technology at FDR.
On the Edia platform, an AI coach reads the work of the students and gives them personalized comments according to their mistakes so that they can think of their answers, try again and master the concepts.
Some FDR classes use Edia several days a week for specific mathematical media, while others use it for homework. While students work through homework on the platform, they must answer all questions in a problem given properly defined before proceeding.
Jeff Carney, professor of mathematics at FDR, mainly uses the EDIA platform for homework and said that he was helping students with academic discovery.
“With the change to more constructivist teaching modes, we can build very solid conceptual knowledge, but students need time to develop procedure control,” he said. “It is difficult to do in a single class session, and difficult to do when the students are alone. Edia supports the constructivist discovery model, which can sometimes be slower, but leads to a more in -depth conceptual understanding – this allows us to have this class time, and students can strengthen control of the procedure at home with Edia. ”
On Edia, teachers can see each question that a student poses to the AI coach while they are trying to finish a problem of problem.
“It's a great interface – I can see if a student has made several attempts on a problem and finally got the right answer, but I can also see all the different questions they ask,” said Carney. “It gives me a better understanding of what they think while they are trying to solve the problem. It is extremely useful to see how they process information in pieces and where their false ideas could be.”
While students ask questions, they also create independent research skills by learning to identify where they are fighting and, in turn, ask AI coach the right questions to target the areas where they must improve.
“We cannot have 30 children saying:” I do not understand – there must be a self -sufficient aspect, and I believe that students can understand what they are trying to do, “said Carney.
“I think that having this platform as the main tool of homework has enabled students to further develop this self-efficacy, which was great-it was of great help to allow the constructivist model and develop these self-efficacy skills that students need,” he added.
Because FDR has a large ELL population, the linguistic translation function of the platform is particularly useful.
“We have created students with an illustrative activity aligned with mathematics on Edia and allowed them to engage with this AI coaching tool,” said Carney. “Children who have just arrived or who simply learn their first words in English can use their language at home, and it's useful.”
The Edia platform also serves as a self-reflection tool for students.
“If you are able to keep track of the questions you ask, you know for yourself where you need improvement. You only learn when you ask the right questions,” noted Catalano.
The results? Sixty-five percent of students using Edia improved their scores on examination of state regents in algebra, some demonstrating up to an increase of 40 points, said Catalano, noting that if the increase in scores does not necessarily mean that students have obtained passing notes, they demonstrate growth.
“Among the students in a class regularly using it with Fidelity, around 80% have improved,” he said.
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