Prototype of Project AI4Math: Interdisciplinary and Innovative

Technology for Accelerated Learning of Mathematics

AIJA CUNSKA

Vidzeme University of Applied Sciences,

Cēsu street 4, Valmiera, LV4201,

LATVIA

Abstract: -As the demand for sustainable education increases, teaching and learning strategies also change and

evolve. They are becoming more innovative, creative and technology-based. It is mathematics that is one of the

most important subjects with horizontal influence on other sectors, which poses the greatest challenges to

educators with the question "How to teach students in such a way that they become interested in mathematics?" As

an answer to the question, a new product was created. Using a carefully developed methodology and taking into

account the needs of students, the post-doctoral research project "Artificial Intelligence (AI) Support for Approach

of Accelerated Learning of Mathematics (AI4Math)”, through the cooperation of an interdisciplinary team in the

fields of information technology, mathematics, mechatronics, sports and artificial intelligence, a prototype was

developed for an innovative technology that arouses emotions in students of different ages, creates a competitive

spirit and promotes accelerated learning of mathematics.

The AI4Math prototype combines 3 components: 1) a pressure-sensitive floor platform for jumping out the

solutions of mathematical expressions, 2) application for calculation of math expressions, evaluation of answers,

accumulation and processing of Big Data, 3) an AI solution for emotion control.

The study makes a valuable contribution to researchers, entrepreneurs and the education industry, as it reveals

the conditions necessary for modern and sustainable accelerated learning of mathematics. Given that the AI4Math

prototype provides an innovative approach to learning mathematics through physical activity, the survey data

indicated support and future development prospects for the interdisciplinary technology.

Key-words: AI4Math, technology prototype, accelerated learning of mathematics, interdisciplinary approach.

Received: April 6, 2022. Revised: September 22, 2022. Accepted: October 24, 2022. Published: November 14, 2022.

1 Introduction

"Support of Artificial Intelligence (AI) for an

accelerated approach of learning mathematics

(AI4Math)" is an interdisciplinary post-doctoral

research project not related to economic activity,

where the development of human resources is

promoted as a result of the cooperation of specialists

from the fields of mathematics, pedagogy and ICT,

increasing the diversity, accessibility, motivation,

and involvement of mathematics education and

relevance to the future needs of STEM industries.

This is consistent with Latvia's strategic plans, for

example, "Smart Specialization Strategy for

Research and Innovation (RIS3)", [1], as a national

research and innovation strategy in Latvia highlights

as one of the priority areas "Information and

communication technologies" and 5th priority: A

modern, and corresponding to the future labour

market demands, education system that facilitates the

transformation of national economy and

development of competences required for the

implementation of RIS3 priorities, enterprising spirit

and creativity at all levels of education.

Today's world is not the world we grew up in, and

today's world is certainly not the world our children

will live in. The world has undergone dramatic

changes, and children of the digital generation must

adapt to the demands of future sustainable education.

Education is at the heart of the 2030 Agenda for

Sustainable Development and essential for the

success of all SDGs [2]. Recognizing the important

role of education, the 2030 Agenda for Sustainable

Development highlights education as a stand-alone

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goal (SDG 4) and also includes targets on education

under several other SDGs, notably those on health;

growth and employment; sustainable consumption

and production; and climate change. In fact,

education can accelerate progress towards the

achievement of all of the SDGs and therefore should

be part of the strategies to achieve each of them.

Mathematics is the key to other fields of science.

Therefore, the teaching of mathematics plays a

particularly important role in the implementation of

sustainable education in order to achieve future

goals: to make learning of mathematics more

meaningful and useful, as well as to support the

development of 21st century competencies (critical

thinking, creativity, communication and

collaboration), [3].

The student survey conducted as part of the

research indicates that sustainable education is one

that takes into account the interests and needs of

students, as well as includes an interdisciplinary

approach, adds value to technology and promotes

accelerated learning of the curriculum. Therefore, the

basic question and challenge of the specific research

is "How to teach students in such a way that they

become interested in mathematics?" Because interest

is what promotes involvement in the learning process

and understanding of the subject matter, which in

turn improves performance. As an answer to the

question, the prototype of the AI4Math project,

which is an interdisciplinary and innovative

technology for accelerated learning of mathematics,

is proposed within the framework of the research. It

has been developed by specialists from various fields

within one year from July 1, 2021, to June 30, 2022,

adapting the functionality to the curriculum of

mathematics of general education.

2 Literature Review

2.1 Interdisciplinary Approach

An interdisciplinary approach usually promotes

knowledge and competences for sustainable

development at different stages of education, [4].

Also, in working life, people's ability to cooperate

with others is increasingly valued. Cooperation is

considered a central factor in the development of

prosperity, productivity and innovation, [5]. Close

interdisciplinary and cross-industry cooperation can

positively influence the professional development of

staff, communication strategy and customer research,

[6]. Theory suggests that multidisciplinary teams

foster innovative thinking, [7] and that

entrepreneurial teams composed of members with

diverse backgrounds perform better than others, [8].

Start-ups are mostly a team journey where everyone

has a “strength”, and it is better if each member has a

different “strength”, [9]. In addition, teams solve

problems faster if they are more cognitively diverse,

so a multidisciplinary team seems more suitable for a

start-up team as well, [10]. The interdisciplinary

approach has become relevant in modern educational

programs, as it is considered an important and

challenging future educational solution. Compared to

traditional educational approaches, interdisciplinary

teaching and learning allows students to combine the

learning of different subjects simultaneously to find

new and deeper ways of thinking about problems and

their solutions. An interdisciplinary approach

changes the way students normally learn, allowing

them to synthesize multiple perspectives rather than

receiving information provided by an instructor

according to rigid guidelines. In this approach,

teachers collaborate to invent and apply more

effective, innovative teaching tools, linking one

subject to others. The main goal of the

interdisciplinary approach is to develop skills and

values, such as critical thinking, the ability to

cooperate cooperatively, flexibility, adaptability,

solidarity, mainly by providing basic knowledge, its

research, classification, selection, evaluation,

resolution and observation, [11]. If science is taught

with the help of physical activities, then a dynamic

and cooperative learning environment is created that

promotes positive mutual cooperation, strengthens

individual responsibility, promotes interaction and

group work, as well as sustainable development

competencies: critical thinking, analytics,

cooperation and strategic action, [4].

2.2 Innovative Technologies for Education

In the era of globalization, the concepts of

"innovation" and "innovative technology" have

become an integral part of our lives. Innovative

technologies contribute to the development of the

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"pedagogical system" of education, [12]. Innovative

teaching methods are the goal of many educators.

Teaching students in a way that makes them

interested in mathematics can sometimes be a big

challenge. Research into the cognitive abilities of the

brain has shown that certain methods and approaches

can improve the learning process. Smartly controlled

technology in the classroom: computers, tablets,

digital cameras, video conferencing, GPS and other

devices can enhance the student's learning

experience. The use of innovative technologies in

teaching mathematics is associated with the

challenges of finding ways and means to activate

students' cognitive interest, develop their creative

abilities and stimulate mental activity, [13]. When

creating the AI4Math prototype, inspiration was

taken from the innovative pedagogic methods and

technologies collected by The Open University over

several years: 1) The "Best learning moments"

method promotes deep involvement and immersion

in the tasks to be performed, which in turn evokes

emotions and creates a sense of pleasure. Best

learning moments usually result in a high level of

satisfaction and are particularly memorable when

technology is applied and students' interests and

values are taken into account, [14]; 2) Artificial

Intelligence (AI) is already a part of life, which is

slowly and quietly entering classrooms as well. It

still has huge potential for improvements in

education, and the topic of AI in education is too

important to be left only to entrepreneurs and

engineers. It is very important for educators and

researchers to collaborate and help understand the

possibilities of AI support for the improvement of

the learning process, [15]; 3) "Playful Learning" is a

method that stimulates creativity, imagination and a

sense of happiness. Playful learning focuses more on

the process than the results, so it develops an

experimental mindset that allows for failures and

mistakes. Play is an active process of exploration, as

opposed to focusing on memorization and results.

Well-designed educational applications are usually

interactive and flexible, with built-in elements of

motivation [16].

2.3 Accelerated Learning of Mathematics

Recent neuroscience researches suggest that children

of the digital generation have developed

"hyperlinked minds". Their brains process

information parallelly or simultaneously. New

scanning technologies have shown that the brain is

highly adaptive and developable throughout life, that

we can change the capacity of memory, the

processing power of neurons, and actually regenerate

neurons. This process is called "neuroplasticity",

[17]. Today's children are simultaneously exposed to

many digital devices, as a result of which digital

"bombardment" creates a new culture in children's

brains. Digital children process information

differently than we do, where visual perception is

especially important. If people remember only 10

percent of the information after 72 hours, adding a

visual image to the text can increase recall to 65

percent. This is because the brain processes images

60,000 times faster than text, [17]. The digital

generation wants 1) to learn "in the moment" and not

for every occasion, 2) to receive fast and

understandable feedback, which is usually given by

computer games, 3) learning to be active, creative

and fun, 4) spatial and problem tasks similar to

strategic computer games [17].

The concept of accelerated learning (AL) does not

have a clear and unified definition yet. The concept

of AL is continuously debated by researchers and

educational professionals in various fields. And

some important components have also been

discussed in the literature. In the beginning, AL was

defined as "faster acquisition of skills and

knowledge", [18]. Other definitions also focus on the

time factor, for example, "any learning system that

tries to optimize the time spent learning to the

content learned", [19]. On the other hand,

researchers, [20], [21] have pointed out that AL is an

approach that is used to improve students' learning

abilities, so that students can learn faster and more

efficiently, and the learning atmosphere is created as

a fun and active interaction between students and

teachers. The beginnings of the involvement of "the

whole body, mind and human experience" in the

learning process were proposed by Meier, [22]. The

Center for Accelerated Learning (Alcenter) has

stated that AL is the most advanced of methods

today, forming a complete system to accelerate the

learning process based on the latest brain research.

AL is the way we learn using all of our human gifts:

physical, creative, musical, artistic, etc. AL is an

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activity-based and student-oriented process that has

the following basic principles, [22], [23]: 1) learning

covers the entire human mind and body with all

senses and emotions, 2) learning is the creation of

new knowledge and skills, not consumption, 3)

learning is cooperation, 4) learning takes place on

many levels at the same time, 5) learning takes place

by practicing, 6) positive emotions significantly

improve learning, 7) visual images help to perceive

and retain information more easily.

According to Dave Meyer's view, the AL approach

helps students to develop a positive attitude directly

towards mathematics, [24]. The National Institute for

Excellence in Teaching (NIET) emphasizes that

accelerated learning of mathematics is usually

associated with special programs for gifted children

or, on the contrary, for students with more special

needs. It is often controversial but understanding it in

general promotes greater involvement of teachers in

planning and regular evaluation of the learning

process. Students thrive in an environment where

their needs are taken into account and their readiness

levels are determined, [25]. Accelerated learning of

mathematics is a curriculum-based system that

includes several principles: delivering content

appropriate to skill level, setting personalized goals,

providing sufficient practice time, and providing

direct and immediate feedback, [26].

3 Methodology

For the qualitative development of the AI4Math

prototype, a methodology model was created (Fig.

1), it includes elements of divergent and convergent

thinking. Divergent thinking refers to reaching a

solution to a problem in which several possible

solutions are proposed and the correct or optimal one

is chosen, [27]. Convergent thinking, on the other

hand, refers to the application of rules or procedures

to obtain one correct solution to a problem [27].

Also, the model includes problem space and solution

space. Legner et al., [28], found that the

accumulation of knowledge about a certain field

usually occurs gradually as a result of various

situations and knowledge maturation (solution space)

and in response to changing data sets (problem

space).

Fig. 1: The methodology model of research

According to the model, the study consisted of

four stages of development: 1) Understanding phase

(literature research and student survey); 2) Modeling

phase (EKD modeling and mini hackathon in Miro

environment); 3) Development phase (technology

prototyping and testing) and 4) Reflection phase

(student survey and conclusions).

3.1 Understanding Phase 1

First, the most current literature in the field of

education related to interdisciplinary approaches,

innovative technologies and accelerated learning of

mathematics was collected and analysed. (see

“Literature review” section).

3.2 Understanding Phase 2

To achieve the goal of the study, a survey was

conducted for the target group to ascertain the

conditions that, according to the students, can

accelerate the learning of mathematics. An online

survey was used instead of a paper survey, as the

data was collected in the fall of 2021 – a period

when Latvian schools were closed under the

influence of the Covid-19 pandemic, forcing a

complete transition from face-to-face learning to

online learning. The online survey lasted one month

in total and a total of 225 responses were received

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from students at different Latvian schools and ages.

The demographic profile of respondents was 62%

girls and 38% boys. In the survey, the question

"Could the learning of mathematics be accelerated by

the following approach?" students could mark the

answers 'yes', 'partly' or 'no' next to the statements

(Fig. 2):

Fig. 2: Survey of Latvian students "What can

accelerate the learning of mathematics?"

3.3 Modeling Phase 1

For modelling the Enterprise Knowledge

Development (EKD) method developed at the Royal

Institute of Technology (KTH) in Sweden was used,

[29]. The EKD modelling method is one of the most

recognized methods of company modelling and

strategic analysis. It has proven its effectiveness in

both the private and public sectors. The EKD method

helps to clearly formulate and discuss various issues

related to solving difficult-to-structure problems. It

allows the creation of models that determine the

further development of the organization or project,

thereby contributing to its restructuring and

implementation of changes, [30]. The EKD method

also contributes to the implementation of the

developed models since the interested parties in the

development are involved in the EKD modelling

workshop. A modelling workshop usually consists of

activities such as generating ideas, evaluating and

structuring ideas, and making concrete decisions to

achieve the set goals. The "visible" result of such a

seminar is a model that documents the developed

problem solutions and the adopted decisions, [31].

Specifically, during project research, two work

seminars were held in the fall of 2021, where

cooperation partners met to create an EKD model for

the development of an AI4Math prototype. The

created EKD model (Fig. 3) consists of six basic

parts:

1) target groups (Students aged 3 to 18 years,

Schools (public and private), Math teachers,

Families where students grow up, Libraries,

Interest education groups, Educational game

companies);

2) problem solution and purpose (Arouse emotions,

Emotion creates interest, and interest creates

understanding, Add value to technology, A

creative approach to learning mathematics,

Promote motivation, Accelerated learning,

Learning with joy and movement);

3) cooperation partners and design ideas (Vidzeme

University of Applied Sciences, Valmiera

Business Incubator, Company “Asya.AI”, Riga

Technical University, Schools, University of

Malta);

4) communication and collaboration tools (Whats

App, Miro, e-mail, Trello, MS Teams, Zoom,

Weekly meetings, Power Point, Google docs,

Scientific papers);

5) benefits for customers (Emotions, Physical

activities, An interdisciplinary approach,

Innovative technology, Math App, Fast feedback,

Collaboration with peers, AI support);

6) value proposition (Health (physical), Health

(mental), Growth opportunities, Balance,

Motivation, Time, Feedback, Mathematical

competence, Cahoot, Know-how, Technologies).

Fig. 3: EKD model of AI4Math prototype

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3.4 Modeling Phase 2

In order to involve the minds and abilities of students

in the research project, the hackathon method was

used. According to an informative source, [32], the

idea and practice of hackathons in the world started

way back in 1999 in Canada, when the developers of

the OpenBSD programming company got together to

avoid legal problems caused by US cryptographic

software export regulations. That's how the term

started, because the word hackathon is a combination

of the words "hack" and "marathon", where "hack" is

used for research planning, not malicious hacking of

a computer program. A hackathon or technology

marathon is an event aimed at creating new teams

and creating new technological solutions. Initially,

everyone who has a business idea presents it to the

other participants. Participants then choose which

idea to develop further to build a real product

prototype from scratch, [33]. Specifically, in the

course of project research, in November 2021, a

hackathon of 30 students of the Faculty of

Engineering of Vidzeme University was held in the

online ZOOM environment in order to create five

ideas for a possible AI4Math prototype using the

MIRO tool (Fig. 4).

Fig. 4: Hackathon in Miro environment for AI4Math

prototype idea generation

4 Results

4.1 Development Phase 1

Taking into account all the conditions described

above, an interdisciplinary technology prototype was

created as part of the research project with the

following goals: 1) to make learning mathematics in

schools more exciting and fun, 2) to encourage

students to move and be more physically active, 3) to

promote students' emotional well-being and energize

brain activity. The AI4Math prototype combines 3

components: 1) a pressure-sensitive platform for

jumping out the solutions of mathematical

expressions, 2) an application for calculation,

evaluation, accumulation and processing of Big Data,

3) AI solutions for emotion control. Through the

cooperation of three students of the Vidzeme

University Faculty of Engineering, each of the three

components of the prototype, which can be seen in

the picture (Fig. 5), was developed as part of a

separate bachelor's thesis: “Developing a prototype

input device for learning of mathematics”, [34],

“Development a prototype of mobile application for

learning mathematics with artificial intelligence

support”, [35] and “Artificial Emotion Intelligence to

Increase Mathematical Competence”, [36].

Fig. 5: AI4Math prototype for accelerated math

learning

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4.2 Development Phase 2

Prototype testing was done for each component

separately within each bachelor's thesis. The testing

of the application was carried out step-by-step, both

during the development of the modules and after the

completion of the development of the mobile app

prototype. Testing was done on a Huawei P10

mobile device with Android 9 version of the

operating system using the Expo service. Testing was

done by running manual tests that were designed

according to the functionality provided by each

module. The performed tests were created according

to scenarios, how the user could intuitively handle

the mobile app, without receiving any instructions

about the functionalities of the mobile app. Errors

encountered during testing were captured and fixed

until the next phase of testing, which usually

occurred at the end of the development of the current

module. At the end of the functionality development

of each new module, new tests were developed and

tested. Along with the execution of the new tests, the

tests of the previously developed functionality were

also executed to make sure that the new functionality

did not "break" any of the previously implemented

functionality. During testing, both the user interface

and various input data fields were tested to avoid

incorrect information being entered by the user.

The purpose of testing AI support was to test the

functionality of the server and the behavior of the AI

solution prototype, and the testing used WinSCP and

Putty software, Swagger UI documentation, FastAPI

web framework, UUID identifier and GET method.

In turn, the entire AI4Math prototype was put

together and tested several times in the prototyping

laboratory of the Riga Technical University at Cēsis

Study and Science Centre together with two

researchers, two scientific consultants and 11

students of different ages. As a result, improvements

were made according to the noted shortcomings and

the suggestions of the students.

4.3 Reflection Phase 1

In order to ascertain the usefulness of the prototype,

focus group interviews with students were held

during the testing sessions. All interviewed students

(100%) stated that after the events of the COVID-19

pandemic, health has become one of their main

values. For this reason, physical activity should also

become an integral part of life. Considering that the

AI4Math prototype provides an innovative approach

to learning mathematics through physical activities,

all students (100%) indicated support and a future

development perspective for the interdisciplinary

technology.

5 Conclusion

Research and AI4Math prototype test results indicate

that sustainable education is one that takes into

account students' interests and needs, and 1) includes

an interdisciplinary approach, 2) adds value to

technology, and 3) promotes accelerated learning, 4)

teaches “in the moment ” not for every case, 5)

provides quick and understandable feedback, 6)

ensures that learning is active, creative and fun, 7)

evokes emotions and creates a sense of pleasure, 8)

promotes deep involvement and immersion in the

tasks to be performed, 9) allows failures and

mistakes, 10) develops experimental thinking and

11) promotes motivation.

The study makes a valuable contribution to

researchers, entrepreneurs and the education

industry, as it reveals the conditions necessary for

modern and sustainable accelerated mathematics

learning. While more and more new AI solutions are

emerging in manufacturing, in school education AI

solutions are still at an early stage of development.

Mathematics is one of the most grateful subjects

where AI solutions can be successfully used to

promote collaboration and individual approach, to

speed up task correction and feedback, to generate

more and different tasks, to relieve teachers' time and

to respond to students' emotions. As a result,

teachers, researchers and IT industry specialists are

invited to cooperate in order to create more and more

new interdisciplinary and innovative technologies for

accelerated learning of mathematics, as well as to

develop a new research direction "accelerated

learning", which has so far been very little studied

and described in scientific research.

This study also has limiting factors, as the target

audience survey was conducted during the Covid-19

pandemic in a remote format and within the

framework of only one country (Latvia). Therefore,

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the research should be continued even after the

pandemic and from the perspective of other

countries.

Considering that the AI4Math prototype created

within the project provides an innovative approach to

learning mathematics through physical activities, the

survey data indicated support and a future

development perspective for the interdisciplinary

technology. Future tests of the prototype are planned

in schools, science centres and libraries to collect

data and further its development at the level of the

application, the AI algorithms and a pressure-

sensitive floor platform. We are already working on

attracting additional funding to develop the AI4Math

prototype to the production level.

Acknowledgment:

The research is carried out within the framework of

the postdoctoral project “Artificial Intelligence (AI)

Support for Approach of Accelerated Learning of

Mathematics (AI4Math) (1.1.1.2/VIAA/3/19/564)” at

Vidzeme University of Applied Sciences with the

support of ERAF.

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DOI: 10.37394/23207.2022.19.165

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