| dc.contributor.author | Avella, Barbara | en_US |
| dc.date.accessioned | 2025-10-10T12:36:24Z | |
| dc.date.available | 2025-10-10T12:36:24Z | |
| dc.date.issued | 2025-07 | |
| dc.identifier.uri | https://hdl.handle.net/1721.1/163131 | |
| dc.description.abstract | This study investigates the effectiveness of a digital Socratic tutoring approach in enhancing mathematical problem-solving skills in primary school students, using the European DigComp 2.2 framework as a reference. Through a qualitative case study conducted in a fifth-grade classroom, the interaction between students and an AI tutor during math activities was analyzed. The preliminary results are promising. They show that Socratic questioning fosters both mathematical and digital competencies, aligning with recent research on AI-mediated reflective learning. | en_US |
| dc.title | Socratic AI Tutoring in Primary School Mathematics: A Case Study on the Development of Problem-Solving and Digital Competence According to DigComp 2.2 | en_US |
| dc.type | Article | en_US |
| dc.relation.journal | 2025 MIT AI and Education Summit | |
| dc.type.uri | http://purl.org/eprint/type/ConferencePaper | en_US |
