USES OF TECHNOLOGY IN TEACHING MATHEMATICS
| Title | ΝΕΕΣ ΤΕΧΝΟΛΟΓΙΕΣ ΣΤΗ ΔΙΔΑΣΚΑΛΙΑ ΤΩΝ ΜΑΘΗΜΑΤΙΚΩΝ / USES OF TECHNOLOGY IN TEACHING MATHEMATICS |
| Code | ΕΠΜ154 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Despoina Desli |
| Common | No |
| Status | Active |
| Course ID | 600026654 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 1 | 1 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 1 | 1 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Class ID | 600274047
|
Course Type 2021
Specific Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600274047
- At the Website of the School:
- eLearning:
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course, students will be able to:
• Demonstrate knowledge of the TPACK and SAMR theoretical models and their application in mathematics teaching.
• Use and evaluate digital and interactive tools for mathematics instruction.
• Actively engage in the selection, creation, and implementation of digital teaching materials in the mathematics classroom.
• Utilize artificial intelligence to design activities and scenarios for differentiated instruction.
• Identify and ethically address issues related to the use of artificial intelligence in education.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course explores the use of new technologies and artificial intelligence in mathematics teaching, grounded in the theoretical frameworks of TPACK (Technological, Pedagogical, and Content Knowledge) and the SAMR Model (Substitution, Augmentation, Modification, Redefinition). Students will become familiar with the integration of digital tools in mathematics instruction, such as Wolfram Alpha and GeoGebra, as well as educational games (e.g., Prodigy, SplashLearn) that support mathematical thinking through visual and interactive representations. In parallel, they will learn to use artificial intelligence tools, including Large Language Models (e.g., ChatGPT, Perplexity) and Adaptive Learning Technologies (e.g., DreamBox, Khan Academy), for designing and enriching educational activities. Particular emphasis is placed on personalized learning and the development of differentiated instructional plans that address diverse student learning needs. The course also incorporates critical discussions on the ethical implications of AI in education, its role in relation to the role of the teacher, and the importance of educators’ critical thinking when using such technologies. The course has a strong practical component, as students will design and adapt mathematics activities using digital tools and analyze their contribution to the learning process.
Educational Material Types
- Notes
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | ✓ | |||
| Seminars | 10 | ✓ | |||
| Laboratory Work | 22 | ✓ | ✓ | ||
| Reading Assigment | 20 | ✓ | ✓ | ||
| Written assigments | 20 | ✓ | |||
| Total | 150 |
Student Assessment
Student Assessment methods
- Written Assignment (Summative)
- Performance / Staging (Summative)
Bibliography
Additional bibliography for study
Ball, L., Drijvers, P., Ladel, S., Siller, H. S., Tabach, M., & Vale, C. (2018). Uses of technology in primary and secondary mathematics education. Springer. https://doi.org/10.1007/978-3-319-76575-4
Li, M. (2024). Integrating artificial intelligence in primary mathematics education: Investigating internal and external influences on teacher adoption. International Journal of Science and Mathematics Education, 1-26. https://doi.org/10.1007/s10763-024-10515-w
Hwang, S. (2022). Examining the effects of artificial intelligence on elementary students’ mathematics achievement: A meta-analysis. Sustainability, 14(20), 13185. https://doi.org/10.3390/su142013185
Lee, D., & Yeo, S. (2022). Developing an AI-based chatbot for practicing responsive teaching in mathematics. Computers & Education, 191, 104646. https://doi.org/10.1016/j.compedu.2022.104646
Opesemowo, O. A., & Ndlovu, M. (2024). Artificial intelligence in mathematics education: The good, the bad, and the ugly. Journal of Pedagogical Research, 8(3), 333-346. https://doi.org/10.33902/JPR.202426428.
Χατζηχριστοφής, Σ. (2025). Ενσωματώνοντας την τεχνητή νοημοσύνη στην πρωτοβάθμια εκπαίδευση. https://chatzichristofis.info/files/sxedia.pdf
Διαμαντής, Κ., & Μπίκος, Κ. (2022). Σενάρια διδασκαλίας με την υποστήριξη ψηφιακών μέσων [Προπτυχιακό εγχειρίδιο]. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. http://dx.doi.org/10.57713/kallipos-56
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://doi.org/10.1177/002205741319300303
Last Update
15-05-2025
