Socratic AI Tutoring in Primary School Mathematics: A Case Study on the Development of Problem-Solving and Digital Competence According to DigComp 2.2
Name
MIT-RAISE-20250611-reviewed.pdf
Size
230.36 KB
Format
Adobe PDF
Checksum (MD5)
f074c4b58bb8cdb57739d51158c35a4c
Author(s)
Avella, Barbara
Date Issued
July 2025
Journal
2025 MIT AI and Education Summit
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.
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