BRIDGING TECHNOLOGY AND PEDAGOGY:LESSON PLANNING WITH AI IN MATHEMATICS

Abstract

Artificial Intelligence (Al) is introduced not only into the mathematics classroom but also into the mathematics education process. The lesson planning strategies are evolving to personalize learning. Al-powered lesson planning platforms like Vondy, Auto Classmate, etc. aids in automating the lesson planning process and help in removing the issues that teachers have to deal with while creating these plans, like time constraints and the unavailability of material required Jfor planning, along with the inherent challenge of the task of catering to all types of learners. With these tools, it can be built into student-data and personalized contents based on learning goals so that teachers may implement student learning on a greater scale. On one hand, there are challenges to do so, and these advantages cannot solve them. Al often falls short of providing an adequate contextualization to learn about dynamic classroom factors, such as student prior knowledge or changing learning goals. There is also a potential for Al to be overused and thus lead to the teacher's role in lesson design being diminished and ethical problems with respect to data privacy and security continue to be a major obstacle. Furthermore, no Al-based application is capable of emulating the natural, real-time decision-making process carried out by teachers. The purpose of this paper is that Al should be an additional, supporting means rather than an alternative to the teacher in planning the lesson. Using the capacity to personalize and flexibly tailor solutions, Al can render the process of lesson planning obsolete without being deprived of the human element that is so important in pedagogy.