Page 224 - Izobraževanje v dobi generativne umetne inteligence
P. 224
Marina Volk in Sanela Hudovernik
Moravec, B., Slavič, S., Čampelj, B., in Erčulj, J. (2022). Reševanje avtentičnih problemov
in razvijanje prečnih veščin po konceptu projekta ATS STEM. Zavod Republike
Slovenije za šolstvo.
Morgan, C., in Sfard, A. (2016). Studying the evolution of school mathematics as a
change in discourse. Research in Mathematics Education, 18(2), 89–91.
Mukhi, S. (2005). The reciprocal interaction between mathematics and natural law.
Current Science, 88(3), 366–370.
Mundy, M.-A., Kupczynski, L., in Kee, R. (2012). Teacher’s perceptions of technology use
in the schools. SAGE Open, 2(1). https://doi.org/10.1177/2158244012440813
Napoletani, D., Panza, M., in Struppa, D. C. (2014). Is big data enough? A reflection on
the changing role of mathematics in applications. Notices of the American Math-
ematical Society, 61(5), 485–490.
Netz, R. (2000). The origins of mathematical physics: New light on an old question.
Physics Today, 53(6), 32–37.
Opesemowo, O. A. G., in Adewuyi, H. O. (2024). A systematic review of artificial intel-
ligence in mathematics education: The emergence of 4IR. Eurasia Journal of
Mathematics, Science and Technology Education, 20(7), em2478.
Pantsar, M. (2024). Theorem proving in artificial neural networks: New frontiers in
mathematical AI. European Journal for Philosophy of Science, 14(1), 4.
Paulson, L. C. (2018). Computational logic: Its origins and applications. Proceedings of
the Royal Society A: Mathematical, Physical and Engineering Sciences, 474(2210),
20170872.
Peck, R. W. (2014). Mathematical music theory pedagogy and the ‘New Math’. Journal
of Mathematics and Music, 8(2), 145–150.
Phillips, C. J. (2014). In accordance with a ‘more majestic order’: The new math and the
nature of mathematics at midcentury. Isis, 105(3), 540–563.
Pierpont, J. (2000). The history of mathematics in the nineteenth century. Bulletin of
the American Mathematical Society, 37(1), 9–24.
Plut Pregelj, L. (2004). Konstruktivistične teorije znanja in šolska reforma: učitelj v vlogi
učenca. V B. Marentič-Požarnik (ur.), Konstruktivizem v šoli in izobraževanje učitel-
jev (str. 14–41). Center za pedagoško izobraževanje Filozofske fakultete.
Prevost, F. J. (1996). A new way of teaching. Journal of Education, 178(1), 49–59.
Quinn, F. (2012). A revolution in mathematics? What really happened a century ago
and why it matters today. Notices of the American Mathematical Society, 59(1),
31–35.
Remoto, J. P. (2023). ChatGPT and other AIs: Personal relief and limitations among
mathematics-oriented learners. Environment and Social Psychology, 9(1). https://
doi.org/10.54517/esp.v9i1.1911
Rich, K., Spaepen, E., Strickland, C., in Moran, C. (2019). Synergies and differences in
mathematical and computational thinking: Implications for integrated instruc-
tion. Interactive Learning Environments, 28, 272–283.
224