Abstract :

The paper introduces the concepts of thinking and mathematical thinking, emphasizing the significance of mathematical thinking in problem-solving and the development of mathematical skills. It elaborates on the process of mathematization, highlighting its role in fostering problem-solving abilities. Furthermore, the article discusses Teaching with the assistance of an AI Chatbot, the objectives of high school mathematics programs, and presents the Teaching Process in Mathematics with the assistance of an AI Chatbot to develop mathematical thinking skills for students. This process includes steps such as defining goals, logging into the AI Chatbot, identifying learning tasks, problem-solving, learning, application and experience, assessment, conclusion, analysis, inference, and mathematical problem-solving. The integration of the AI Chatbot is emphasized, creating a dynamic learning environment that supports students. The AI Chatbot not only provides knowledge but also stimulates curiosity and creativity, helping students understand and apply mathematics to real-world scenarios. The paper provides scientific insights into the application of AI technology in mathematics education, supporting the learning process and developing the mathematical thinking of high school students.

---

Keywords :

AI Chatbot, development of mathematical thinking, high school students, Mathematical thinking, teaching mathematics, teaching process.

---

References :

1. Abbasi, S., Kazi, H., & Hussaini, N. N. (2019). Effect of chatbot systems on student’s learning outcomes. Sylwan, 163(10), 49-63.
2. Baskara, F. R. (2023). Chatbots and Flipped Learning: Enhancing Student Engagement and Learning Outcomes through Personalised Support and Collaboration. IJORER: International Journal of Recent Educational Research, 4(2), 223-238.
3. Dewey, J. (1910). How We Think. Çev. Juliet Sutherland, Cathy Maxam & The Online Distributed Proofreading Team. Project Gutenberg. EBook 37423. 14 Sep. 2011. Web. 5 July. 2019
4. Phan Dung (2013), Thinking about thinking, Center for Scientific and Technical Innovation (TSK), University of Natural Sciences – Ho Chi Minh City National University.
5. Tran Khanh Duc (2012), Theory and modern teaching methods (developing capacity and creative thinking), Hanoi National University Publishing House.
6. Edgar Morin (2009), Introduction to complex thinking, Knowledge Publishing House, Hanoi.
7. Freudenthal, H. (1973). Mathematics as an educational task. Reidel.
8. Nguyen Minh Giam, Nguyen Van Doc, Nguyen Thi Hoai Nam, Nguyen Thi Huong Giang, Ngo Tu Thanh (2023), Developing chemistry self-study capacity in teaching chemistry topics (Natural Sciences) middle school with the support of AI Chatbot, Vietnam Journal of Education, Special issue 11, ISSN: 2354-0753.
9. Giam, N. M., Nam, N. T. H., & Giang, N. T. H. (2022). Situation and Proposals for Implementing Artificial Intelligence-based Instructional Technology in Vietnamese Secondary Schools. International Journal of Emerging Technologies in Learning, 17(18). https://doi.org/10.3991/ijet.v17i18.31503
10. Henderson, P. B., Hichtner, L., Fritz, S. J., Marion, B., Scharff, C., Hamer, J., & Riedesel, C. (2002). Materials development in support of mathematical thinking. ACM SIGCSE Bulletin, 35(2), 185–190. Doi: 10.1145/782941.783001
11. Liu, P. H. (2003). Do teachers need to incorporate the history of mathematics in their teaching?. The Mathematics Teacher, 96(6), 416.
12. Mason, J., Burton, L., & Stacey, K. (2010). Thinking mathematically (Second edition). Harlow England: Pearson Education Limited
13. MOET (2018). New General Education Program: Understanding the Mathematics Curriculum. Retrieved from https://moet.gov.vn/Pages/home.aspx
14. Jacobs, V. R. – Lamb, L. L. – Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, pp. 169-202
15. Schoenfeld, A. H. (1992). Learning to think mathematically : Problem solving, metacognition and sense-making in mathematics. In D. A. Grouws (Ed.), Handbook of research in mathematics teaching and learning (pp. 334–370). MacMillan.
16. https://www.maa.org/press/periodicals/convergence/ do-teachers-need-to-incorporate-the-history-of-mathematicsin-their-teaching