AI-supported grade 10 mathematics teaching for developing students’ self-regulated learning competence in Vietnam
The case of Tuyen Quang Province
Keywords:
Artificial Intelligence, Mathematics Education, Self-Regulated Learning, Grade 10, Learning Analytics, VietnamAbstract
This study examines the implementation of artificial intelligence-supported Grade 10 mathematics teaching and its effectiveness in developing students’ self-regulated learning competence in Tuyen Quang Province, Vietnam. A mixed-methods approach was employed, combining quantitative data from 198 students with qualitative observations and interviews. The results indicate that students’ self-regulated learning competence was initially at a moderate level, with stronger performance in motivational and behavioral aspects than in cognitive strategies. After the intervention, significant improvements were observed in self-monitoring, reflection, learning motivation, and problem-solving autonomy. Statistical analysis also revealed gender differences, with female students outperforming male students in certain dimensions of self-regulated learning. In addition, teachers demonstrated high awareness of the importance of self-regulated learning but limited use of artificial intelligence in instructional practices. The findings suggest that artificial intelligence, when used as a learning companion with scaffolding and guided questioning, can effectively enhance students’ autonomy and engagement. The study provides empirical evidence from a local Vietnamese context and offers practical implications for integrating artificial intelligence into mathematics education.
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