Exploring Fraction Comprehension and Interest in Elementary Education Through AI-Powered Personalized Learning

Synthesis: Examines AI-powered personalized learning in elementary fraction instruction through a systematic review, quantitative study (N=120), and qualitative teacher interviews. Found that AI-adaptive platforms significantly improved fraction comprehension for students with math learning difficulties compared to traditional instruction. AI personalization increased student interest and engagement. Teachers reported AI tools helped differentiate instruction but required professional development for effective integration. Adaptive Learning, Personalized Learning, K 12, Math Education, and Generative AI.

Examines AI-powered personalized learning in elementary fraction instruction through a systematic review, quantitative study (N=120), and qualitative teacher interviews. Found that AI-adaptive platforms significantly improved fraction comprehension for students with math learning difficulties compared to traditional instruction. AI personalization increased student interest and engagement. Teachers reported AI tools helped differentiate instruction but required professional development for effective integration.

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Citation

Kenneth Holman (2024). Exploring Fraction Comprehension and Interest in Elementary Education Through AI-Powered Personalized Learning. arXiv:2608.04892. PhD dissertation, University of Central Florida.