The wave of artificial intelligence has poured into the field of education, bringing new possibilities to elementary school math classrooms. It is not only an innovation of tools, but also an innovation of teaching thinking. In teaching, the author tries to integrate artificial intelligence technology into the whole process of knowledge construction, thinking development and learning evaluation, so that mathematics learning can move from abstract to concrete. This paper takes the fourth-grade mathematics textbook of Beijing Normal University as the practical carrier to discuss the application of artificial intelligence in mathematics teaching.

Lishui Wenyuan School Liao Tingting

Smart tools

Make abstract concepts at your fingertips

The abstract nature of mathematics often makes it difficult for students to understand, and AI technology transforms the obscure language of mathematics into a visual journey of exploration through dynamic presentation and instant feedback. In the teaching of "Preliminary Understanding of Fractions", it is difficult for students to understand the concept of "overall 1". In this regard, I have introduced a smart fractal tool, which allows students to draw line segments on the tablet at will, and cut circles, rectangles, and other shapes at will. When a student cuts a circle into three pieces of varying size, the system draws a different color on each square and the question pops up: Can all three parts be called thirds? The students tried dragging the divider to resize the area, and found that only the average time could be accurately represented as a decimal. The tool then switches to a pizza distribution scenario, where students are asked to divide six pizzas equally among three people, and then slide to verify the equivalence that each person gets two pieces, which is two-sixths equals one-third. After class, students use AI cameras to take pictures of fraction examples in daily life, such as cut apples and folded colored paper, which are automatically recognized and scored by the system, so that abstract mathematical symbols can be connected to real life.

Virtual scenes

Reconstruct the concept of space in an immersive experience

The cultivation of spatial imagination ability in geometry teaching is a long-term difficulty, and artificial intelligence technology has built an innovative field for students to "do mathematics" through the integration of virtual and reality.

　　教學《方向與位置》時，我利用AR技術將校園轉化為立體座標系。學生手持平板在真實環境中行走，螢幕疊加虛擬網格與方向標識。任務是“尋找數學寶藏”，要求學生根據指令行動：從操場中心點出發，向東偏北30°方向行進20米。兩名學生因選擇的參照物不同，一人以校門為原點，一人以教學樓為原點，在相同指令下走出不同路徑。此時，系統啟動三維路徑對比功能，將兩種座標系下的運動軌跡投影到同一空間，學生直觀發現參照系決定位置描述的核心原理。這種虛實結合的探索，讓方向與角度的學習不再是紙面作業，而成為解決真實問題的推理實踐。

Data support

Laying the invisible track for personalized learning

In class teaching, students' cognitive differences are often masked by the unified progress, and artificial intelligence technology lays an exclusive learning path for each student through learning tracking and intelligent analysis.

　　在《運算律》的單元複習中，智慧系統從練習數據中識別出兩類典型思維模式：部分學生依賴機械記憶，例如背誦交換律公式。另一些學生擅長情境遷移，例如用交換座位總數不變解釋加法交換律。針對這一發現，我設計分層任務：前者通過數位變形遊戲理解算理，例如將算式47加36轉化為40加30再加7和6的組合；後者則挑戰用字母符號推導乘法分配律。三個月後，原先機械記憶的學生開始用文具店購物的情境解釋運算律，而擅長推理的學生甚至嘗試編寫簡易程序驗證規律。這種基於智慧診斷的分層干預，不僅讓不同思維特質的學生找到適合自己的學習路徑，更讓運算律從冰冷的公式昇華為可感知的數學思想。