Page 225 - Izobraževanje v dobi generativne umetne inteligence
P. 225

Od tradicionalnega pouka do GUI: pregled sprememb v matematiki

             Roberts, D. M. (1980). The impact of electronic calculators on educational perfor-
                 mance. Review of Educational Research, 50(1), 71–98.
             Rotman, B. (2012). Topology, algebra, diagrams. Theory, Culture and Society, 29(4–5),
                 247–260.
             Rowlett, P. (2024). Generative AI and accuracy in the history of mathematics. British
                 Journal for the History of Mathematics, 39(1), 64–69.
             Roy, R. (2011). Sources in the development of mathematics: Infinite series and products
                 from the fifteenth to the twenty-first century. Cambridge University Press.
             Schumacher, P., in Kennedy, K. T. (2008). Lessons learned concerning a student
                 centered teaching style by university mathematics professors from secondary
                 school educators. Education, 129(1), 102–110.
             Serin, H. (2023). The integration of technological devices in mathematics education: A
                 literature review. International Journal of Social Sciences and Educational Studies,
                 10(3). http://dx.doi.org/10.23918/ijsses.v10i3p54
             Shockley, J. S., McGurn, W. C., Gunning, C., Graveley, E., in Tillotson, D. (1989). Effects of
                 calculator use on arithmetic and conceptual skills of nursing students. Journal
                 of Nursing Education, 28(9), 402–405.
             Simon, A. (1995). Reconstructing mathematics pedagogy from a constructivist pers-
                 pective. Journal for Research in Mathematics Education, 26(2), 114–145.
             Solomon, C., Harvey, B., Kahn, K., Lieberman, H., Miller, M. L., Minsky, M., Papert, A.,
                 in Silverman, B. (2020). History of Logo. Proceedings of ACM on Programming
                 Languages, 4(HOPL), 79.
             Solso, D. (2009). The effect of constructivist and traditional teaching methods on stu-
                 dents’ mathematical achievement [Neobjavljena doktorska disertacija]. Ever-
                 green State College.
             Steele, J. L. (2023). To GPT or not GPT? Empowering our students to learn with AI. Com-
                 puters and Education: Artificial Intelligence, 5, 100160.
             Steen, L. (1989). Mathematics for a new century. The Australian Mathematics Teacher,
                 45, 19–23.
             Steffe, L. P., in Kieren, T. (1994). Radical constructivism and mathematics education.
                 Journal for Research in Mathematics Education, 25(6), 711–733.
             Stojanović Ðurđević, S., Narboux, J., in Janičić, P. (2015). Automated generation of ma-
                 chine verifiable and readable proofs: A case study of Tarski’s geometry. Annals of
                 Mathematics and Artificial Intelligence, 74(3–4), 249–269.
             Su, J., in Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying
                 generative AI in education. ECNU Review of Education, 6(3), 355–366.
             Suban, M. (2022). Kritično mišljenje v projektu NA-MA Poti. V M. Suban in T. Rupnik
                 Vec (ur.), Kritično mišljenje pri naravoslovju in matematiki: priročnik za strokovne
                 delavce v vrtcih in šolah (str. 19–33). Zavod Republike Slovenije za šolstvo.
             Sumarna, C., in Gunawan, H. (2022). Foundations of constructivism philosophy in
                 classroom learning. International Journal of Science and Society, 4(3), 53–65.



                                                                            225
   220   221   222   223   224   225   226   227   228   229   230