AI in the Classroom: Didactical Misalignments in Geometry Between Czech and Anglo-Saxon Contexts

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F25%3A43899783" target="_blank" >RIV/44555601:13440/25:43899783 - isvavai.cz</a>

Výsledek na webu

<a href="https://papers.academic-conferences.org/index.php/ecel/article/view/4048/3805" target="_blank" >https://papers.academic-conferences.org/index.php/ecel/article/view/4048/3805</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

AI in the Classroom: Didactical Misalignments in Geometry Between Czech and Anglo-Saxon Contexts

Popis výsledku v původním jazyce

As artificial intelligence (AI) tools?such as chatbots and large language models?become increasingly accessible in educational settings, both teachers and students are relying on them more during the learning process. These tools provide various pedagogical benefits. However, their integration also introduces didactical risks, particularly when their outputs reflect implicit assumptions and educational paradigms that diverge from those in specific national curricula. This paper explores such risks in the context of lower secondary mathematics education (ages 11?15), focusing on geometry instruction in Czechia. The study builds on the differing conceptualizations of square and rectangle in Czech and Anglo-Saxon didactics. In the Anglo-Saxon tradition, a square is typically regarded as a special type of rectangle, emphasizing hierarchical classification. In contrast, Czech didactics treats these shapes as categorically distinct. This difference reflects broader didactical orientations: Czech mathematics education often emphasizes analytical decomposition and local precision, while Anglo-Saxon approaches favor structural generalization and class inclusion. These contrasting tendencies are mirrored in curricular goals, instructional strategies, and classroom expectations. This divergence becomes especially problematic when AI models?trained largely on English-language data?produce responses that implicitly reflect Anglo-Saxon conventions, which may conflict with the Czech didactical contract. The study uses a comparative, non-experimental methodology to analyze responses from multiple AI systems, including ChatGPT, Gemini, Claude, Copilot, and Mistral. Prompts were administered in both Czech and English to assess the consistency and contextual adaptability of the models. Findings suggest that AI tools may inadvertently reinforce foreign conceptual frameworks, creating tension in cross-cultural educational contexts. The paper highlights the importance of contextual sensitivity, critical digital literacy, and pedagogical oversight in the integration of AI into mathematics instruction. By revealing how culturally embedded definitions in geometry?shaped by language and curriculum?can clash with AI-generated content, this paper offers a relevant perspective for educators facing misalignment between linguistic training data and local didactical norms.

Název v anglickém jazyce

AI in the Classroom: Didactical Misalignments in Geometry Between Czech and Anglo-Saxon Contexts

Popis výsledku anglicky

As artificial intelligence (AI) tools?such as chatbots and large language models?become increasingly accessible in educational settings, both teachers and students are relying on them more during the learning process. These tools provide various pedagogical benefits. However, their integration also introduces didactical risks, particularly when their outputs reflect implicit assumptions and educational paradigms that diverge from those in specific national curricula. This paper explores such risks in the context of lower secondary mathematics education (ages 11?15), focusing on geometry instruction in Czechia. The study builds on the differing conceptualizations of square and rectangle in Czech and Anglo-Saxon didactics. In the Anglo-Saxon tradition, a square is typically regarded as a special type of rectangle, emphasizing hierarchical classification. In contrast, Czech didactics treats these shapes as categorically distinct. This difference reflects broader didactical orientations: Czech mathematics education often emphasizes analytical decomposition and local precision, while Anglo-Saxon approaches favor structural generalization and class inclusion. These contrasting tendencies are mirrored in curricular goals, instructional strategies, and classroom expectations. This divergence becomes especially problematic when AI models?trained largely on English-language data?produce responses that implicitly reflect Anglo-Saxon conventions, which may conflict with the Czech didactical contract. The study uses a comparative, non-experimental methodology to analyze responses from multiple AI systems, including ChatGPT, Gemini, Claude, Copilot, and Mistral. Prompts were administered in both Czech and English to assess the consistency and contextual adaptability of the models. Findings suggest that AI tools may inadvertently reinforce foreign conceptual frameworks, creating tension in cross-cultural educational contexts. The paper highlights the importance of contextual sensitivity, critical digital literacy, and pedagogical oversight in the integration of AI into mathematics instruction. By revealing how culturally embedded definitions in geometry?shaped by language and curriculum?can clash with AI-generated content, this paper offers a relevant perspective for educators facing misalignment between linguistic training data and local didactical norms.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

O - Projekt operacniho programu

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 24th European Conference on e-Learning

ISBN

978-1-917204-66-8

ISSN

2048-8637

e-ISSN

2048-8645

Počet stran výsledku

10

Strana od-do

226-235

Název nakladatele

Academic Conferences International Limited

Místo vydání

London

Místo konání akce

Copenhagen

Datum konání akce

23. 10. 2025

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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