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Dialogues in Play: Conversational AI and Early Mathematical Thinking

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Pubblicato in:Education Sciences vol. 15, no. 11 (2025), p. 1516-1535
Autore principale: Zeng Shaoru Annie
Pubblicazione:
MDPI AG
Soggetti:
Amazon.com Inc
Customer services
Ethics
Communication
Research design
Cognition & reasoning
Computer assisted instruction > CAI
Cognition
Language
Pedagogy
Literacy
Sociocultural theory
Mathematics education
Robots
Early childhood education
Artificial intelligence
Language acquisition
Children
Second language learning
Social interaction
Natural language processing
Dialogue
Large language models
Conversation
Educational Research
Communication (Thought Transfer)
Interpersonal Relationship
Mathematics Activities
Child Development
Language Processing
Learner Engagement
Attention
Cognitive Development
Language Usage
Influence of Technology
Learning Processes
Learning Theories
Learning Experience
Dialogs (Language)
Young Children
Numeracy
Cultural Context
Mathematical Concepts
Informal Education
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Abstract:As conversational artificial intelligence (CAI), including smart speakers, social robots, and dialogic learning apps, becomes increasingly present in children’s lives, its potential to support early mathematical thinking warrants closer attention. While existing research largely concentrates on literacy and language development, the role of CAI in early numeracy remains underexplored. This paper examines how voice-based CAI might contribute to informal mathematical thinking in early childhood. Adopting a conceptual lens, this paper synthesises existing theory and research to examine the potential roles of CAI in early mathematical learning. Grounded in sociocultural theory and dialogic pedagogy, this paper positions CAI as a potential mediator of early mathematical thinking through responsive dialogue. Four interrelated dimensions (child agency, cognitive scaffolding, mathematical language quality, and responsiveness and timing) are identified as a conceptual lens for evaluating how dialogue-based interactions with CAI may support or constrain young children’s mathematical thinking. Rather than framing CAI as a direct teaching tool, this paper explores its potential role as a dialogic partner in play-based numeracy and inquiry. The framework contributes to early mathematics education by highlighting both the promise and the limitations of CAI, offering guidance for research, technology design, and educational practice. It underscores the need for intentional, ethically informed integration of CAI that approximates the qualities of human dialogue while acknowledging current constraints in real-world use.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15111516
Fonte:Education Database