ARTIFICIAL INTELLIGENCE FOR VISUALIZING MATHEMATICAL CONCEPTS IN SECONDARY SCHOOL
DOI:
https://doi.org/10.63034/esr-783Keywords:
artificial intelligence, visualization, mathematics, secondary school, dynamic models, cognitive load, digital toolsAbstract
The article describes the author's experience of using artificial intelligence tools to visualize mathematical concepts in classroom instruction. It focuses on AI-powered services that generate graphs, interactive models, and animations, which were effectively applied in teaching algebra, geometry, and introductory calculus. An experimental study involving students in Grades 5–10 demonstrated that when learners can visualize mathematical concepts rather than only hear about them, abstract topics become easier to understand and master. The findings suggest that AI-based visualization tools enhance students' comprehension, increase engagement, and improve the overall effectiveness of mathematics instruction.
References
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Hohenwarter, M., & Preiner, J. (2007). Dynamic Mathematics with GeoGebra. Journal of Online Mathematics and Its Applications, 7.
Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge: Cambridge University Press.
State Program of the Republic of Kazakhstan "Digital Kazakhstan." (2022). Nur-Sultan, Kazakhstan.
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Copyright (c) 2026 Akamsina Alena Viktorovna
This work is licensed under a Creative Commons Attribution 4.0 International License.
