With AI coaching, a mathematics platform helps students face difficult concepts

Mathematics are a fundamental part of K-12 education, but students often face significant challenges to master increasingly challenging mathematical concepts.

Many students suffer from mathematical anxiety, which can lead to a lack of trust and motivation. The gaps in fundamental knowledge, especially in the first grades and exacerbated by the continuous loss of learning related to pandemic, can make advanced topics more difficult to understand later. Some students may feel disconnected if the curriculum does not connect to their interests or learning styles.

The teachers, on the other hand, face challenges to address different students' needs within a single classroom. Differentiated instruction is essential, but time limitations, large classes and variable skill levels hinder personalized learning.

To overcome these challenges, schools must emphasize early intervention, interactive teaching strategies and the use of interesting digital tools.

Last year in public schools in New York City, Franklin Delano Roosevelt High School (FDR) The teachers began to use A real -time mathematics training platform from Edia To give students instant access to mathematical support.

Edia aligns with the illustrative mathematics' im Math, which New York City Public Schools Adopted in 2024 As part of its “NYC solve” initiative, a program to help students develop problem -solving skills, critical thinking and mathematics necessary for life success. Because EDIA has the same lessons and activities integrated into its system, learning concepts are reinforced for students.

FDR began using EDIA in September 2024, first as a teacher orientation tool until all data protection measures were in place, and now as an instruction tool for students in the classroom and at home.

The coaching of the mathematics platform helps to motivate students to persevere through difficult issues, particularly when they complete work at home.

“I was looking for something to have a return to students, so when they need help, they could ask, at any time of the day,” said Salvatore Catalano, deputy director of Mathematics and technology in FDR.

On the Edia platform, an ai coach reads the students' work and gives them personalized comments based on their mistakes so that they can think about their answers, try again and master the concepts.

Some FDR kinds use Edia several days a week for specific mathematical supports, while others use it for tasks. As students work on tasks on the platform, they must answer all questions in a certain problem correctly before continuing.

Jeff Carly, Mathematics professor at FDR, mainly uses the EDIA platform for tasks, and said it helps students with academic discovery.

“With the change towards more constructivist teaching modes, we can build a really strong conceptual knowledge, but students need time to develop procedural fluidity,” he said. “That is difficult to do in a class session, and difficult to do when students are alone. Edia supports the constructivist discovery model, which can sometimes be slower, but leads to a deeper conceptual understanding: it allows us to have that class time, and students can develop procedural fluidity at home with Edia.”

In Edia, teachers can see every question that a student makes the ai ​​coach while trying to complete a set of problems.

“It's a good interface: I can see if a student made multiple attempts at a problem and finally got the correct answer, but I can also see all the different questions they are asking,” said Carney. “That gives me a better understanding of what they are thinking while trying to solve the problem. It is very useful to see how they are processing information per piece per piece and where their wrong concepts could be.”

As students ask questions, they also build independent research skills as they learn to identify where they fight and, in turn, ask the coach of ai the right questions to direct the areas where they need to improve.

“We cannot have 30 children saying: 'I don't understand it,' there must be a self -sufficient appearance for this, and I think students can discover what they are trying to do,” said Carney.

“I think that having this platform as our main task tool has allowed students to accumulate that more self -efficacy, which has been excellent, that has been helpful to allow the constructivist model and develop those self -efficacy skills that students need,” he added.

Because FDR has a large Ell population, the language translation characteristic of the platform is particularly useful.

“We configure students with an illustrative activity aligned in mathematics in Edia and let them get involved with that ai training tool,” said Carney. “Children who have just arrived or who are learning their first words in English can use their languages ​​at home, and that is useful.”

The EDIA platform also serves as a kind of self -reflection tool for students.

“If you can monitor the questions you are asking, you know for yourself where you need an improvement. Just learn when you are asking good questions,” Catalano said.

The results? The sixty -five percent of the students who use EDIA improved their scores in the state regent exam in algebra, and some demonstrated an increase of 40 points, said Catalano, and pointed out that although the increase in scores does not necessarily mean that the students obtained approval ratings, do show growth.

“Of the students in a class that use it regularly with faithfulness, approximately 80 percent improved,” he said.

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Laura Ascione is the editorial director of Eschool Media. He graduated from the prestigious Faculty of Journalism of Philip Merrill of the University of Maryland.

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