IN SEARCH OF INSIGHTS INTO ARTIFICIAL INTELLIGENCE AND INTUITIVE PROGRAMMING IN MATHEMATICS EDUCATION

Abstract

This article aims to present the results obtained from a doctoral research project that explored, based on the relationship between Interaction Design and Artificial Intelligence, understandings about intuitive programming environments used in Mathematics educational processes. Through different navigation routes, this investigation adopted Educational Design Research as its methodology and sought contributions from other areas of knowledge, such as Computer Science and Interaction Design. The path taken also considered reflections on the use of technologies in Mathematics Education; on the existence of mental and conceptual models; and intuitive systems. The thesis highlights that there is a relationship between intuitive programming and Artificial Intelligence that can support the use of digital technologies in Mathematics education processes. This relationship can be fostered by the use of feedback through the use of interface metaphors.