LEARNING ACTIVITY MANAGEMENT USING ARTIFICIAL INTELLIGENCE (AI) TO ENHANCE MATHEMATICAL REASONING ABILITY ON FUNDAMENTAL PRINCIPLES OF COUNTING FOR GRADE 11 STUDENTS
DOI:
https://doi.org/10.55003/JIE.25208Keywords:
Artificial intelligence, Mathematical reasoning ability, Fundamental principles of countingAbstract
This study examined learning activity approaches using Artificial Intelligence (AI) to foster mathematical reasoning ability, specifically in the topic of Fundamental Principles of Counting. The target group was 39 students in the 11th grade at an extra-large secondary school in Lopburi Province during the second semester of the 2025 academic year. The research instruments included AI-integrated lesson plans designed to promote mathematical reasoning on Fundamental Principles of Counting and a test to measure mathematical reasoning ability. The data were analyzed using frequency, percentage, and content analysis. The findings revealed that: 1) Learning activity approaches using AI to promote mathematical reasoning ability in the topic of Fundamental Principles of Counting consisted of two models. In the first model, teachers encouraged students to think and find answers independently in various problem situations before presenting the answers obtained using AI. Students were then asked to compare their thought processes and verify the accuracy of their answers. In the second model, teachers used AI to analyze students’ answers, and students were asked to use mathematical reasoning to critique AI-generated answers in classroom discussions. During the learning activities, teachers should use questions to stimulate students to find reasons to support ideas or find counterarguments in their own answers, their peers’ answers, or the AI’s answers, in order to encourage student participation in classroom discussions and the exchange of ideas, and 2) The majority of students demonstrated a good level of mathematical reasoning ability in the topic of Fundamental Principles of Counting at 58.97%. Most students demonstrated a good level of data analysis ability and a good ability to explain conclusions, accounting for 53.85% and 51.28%, respectively.
References
Barana, A., Marchisio, M., & Roman, F. (2023). Fostering Problem Solving and Critical Thinking in Mathematics Through Generative Artificial Intelligence. 20th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2023), 377-385. https://files.eric.ed.gov/fulltext/ED636445.pdf.
Basid, A., Sutrisno, E., & Aliyeva, L. R. (2024). Analysis of the Effect of Contextual Problem Solving on Students’ Mathematical Reasoning Ability. International Journal of Mathematics and Science Education, 1(3), 24-33. https://doi.org/10.62951/ijsme.v1i3.258.
Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., Crompton, H., Koutropoulos, A., Terentev, E., Pazurek, A., Nichols, M., Sidorkin, A. M., Costello, E., Watson, S., Mulligan, D., Honeychurch, S., ...Asino, T. I. (2024). The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future. Open Praxis, 16(4), 487–513. https://doi.org/10.55982/openpraxis.16.4.777.
Fitri, P., Hartono, Y., & Meryansumayeka. (2025). Learning proof of trigonometric identities with ChatGPT. Journal of Honai Math, 8(1), 43-56. https://doi.org/10.30862/jhm.v8i1.755.
Fraihat, M., Khasawneh, A., and AI-Barakat, A. (2022). The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. EURASIA Journal of Mathematics, Science and Technology Education, 18(6), em2120. https://doi.org/10.29333/ejmste/12088.
Graham, O., & Milan, Y. (2025). The impact of ChatGPT Reliance on the Development of Student Critical Thinking Skills. Preprints, 1-16. https://doi.org/10.20944/preprints202506.0861.v1.
Hankiatkla, N., Somchaipeng, T., & Kasemsukpipat, W. (2021). Study on learning management focusing on real-life situations and questioning (can you find another word for questioning?) for encouraging the mathematical concept on measures of central tendency of grade 12 students. Sikkha Journal of Education, 8(1), 1-12. https://so05.tci-thaijo.org/index.php/sikkha/article/view/244302/170661. (in Thai)
Hokor, E. K. (2020). Pre-service Teachers’ Probabilistic Reasoning in Constructivist Classroom. Pedagogical Research, 5(2), em0053. https://doi.org/10.29333/pr/7838.
Jalerphon, K. & Kijkuakul, S. (2023). The Promotion of mathematical reasoning and mathematical communication abilities of prathomsuksa 6 students on triangles by mathematical arguments learning approach. Journal of Roi Kaensarn Academi, 8(8), 187-202. https://so02.tci- thaijo.org/ index.php/JRKSA/article/view/262719/177139. (in Thai)
Jayasinghe, S. (2024). Promoting active learning with ChatGPT: A constructivist approach in Sri Lankan Higher education. Journal of Applied Learning & Teaching, 7(2), 141-154. https://doi.org/10.37074/ jalt.2024.7.2.26.
Komarudin, K., Ismanto, A., Rodiawati, H., Septina, N., Agustiana, N., & Rosmawati, N. (2019). Buzz group application methods to improve the students’ reasoning ability and mathematical communication skills of class VIII Budi Mulya high school Bandar Lampung. Journal of Physics: Conference Series, 1155(1), 1-7. https://doi.org/10.1088/1742-6596/1155/1/012040.
Lin, W., & Jiang, P. (2025). Factors Influencing College Students’ Generative Artificial Intelligence Usage Behavior in Mathematics Learning: A Case from China. Behavioral Sciences, 15(3), 295-322. https://doi.org/10.3390/bs15030295.
Livy, S., Bobis, J., Downton, A., Russo, J., & Sullivan, P. (2025). Supporting mathematical reasoning: exploring questioning moves in a Year 1 classroom using student work samples. Mathematics Education Research Journal, 38(1), 241-269. https://doi.org/10.1007/s13394-025-00527-2.
Memis, Y. (2025). Examining the potential and pitfalls of AI in problem solving. Journal of Pedagogical Research, 9(2), 177-190. https://doi.org/10.33902/JPR.202532099.
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000386693.
Ministry of Education. (2017). Indicators and Core Learning Content of the Mathematics Learning Area (revised edition 2017) according to the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Agricultural Cooperative Federation of Thailand. https://academic.obec.go.th/images/document/1580786328_d_1.pdf. (in Thai)
Ministry of Education. (2025). AI Use Guidance for Teachers, Students, Schools, and Parents in Thailand, B.E. 2568. https://nitedcr1.go.th/wp-content/uploads/2025/03/OBEC-AI-Guidance_.pdf. (in Thai)
Mollick, E. R., & Mollick, L. (2022). New Modes of Learning Enabled by AI Chatbots: Three Methods and Assignments. SSRN Electronic Journal, 1-21. https://dx.doi.org/10.2139/ssrn.4300783.
Moothummachai, N. & Kamol, N. (2017). Promoting mathematical reasoning abilities by using mathematical tasks: classroom action research. Journal of Education Naresuan University, 22(2), 135-146. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/101211/163599. (in Thai)
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/.
National Council of Teachers of Mathematics. (2024). Artificial Intelligence and Mathematics Teaching. https://www.nctm.org/standards-and-positions/Position-Statements/Artificial-Intelligence-and-Mathematics-Teaching.
OECD. (2018). PISA 2021 Mathematics Framework (Draft). https://pisa2022-maths.oecd.org/files/PISA% 202021%20Mathematics%20Framework%20Draft.pdf.
OECD. (2023). PISA 2022 Assessment and Analytical Framework. https://doi.org/10.1787/dfe0bf9c-en.
Park, J., & Choo, S. (2024). Generative AI Prompt Engineering for Educators: Practical Strategies. Journal of Special Education Technology, 40(3), 411-417. https://doi.org/10.1177/01626434241298954.
Pedró, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: challenges and opportunities for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000366994. locale=en.
Phoemprayun, P. (2023). Effects of Mathematics Learning Activities Using CORE Learning Model on Mathematical Conceptual Knowledge and Reasoning Abilities of Lower Secondary Students [Master’s thesis]. Chulalongkorn University. https://digital.car.chula.ac.th/cgi/viewcontent.cgi? article=13143&context=chulaetd. (in Thai)
The Institute for the Promotion of Teaching Science and Technology. (2003). Handbook of Mathematics measurement and evaluation. Bangkok: The Institute for the Promotion of Teaching Science and Technology, Ministry of Education. https://sa.ipst.ac.th/?ddownload=470. (in Thai)
The Institute for the Promotion of Teaching Science and Technology. (2011). Mathematical skills and Processes (3rd ed.). Chulalongkorn University Printing House. https://www.chulabook.com/test-prep/97271. (in Thai)
Troilo, F., Bernardi, M. L., Capone, R., & Faggiano, E. (2024). Generative AI as a tool to foster collective mathematical discussions in primary school classrooms. In E. Faggiano, A. Clark-Wilson, M. Tabach, & H.-G.
Weigand (Eds.), Mathematics Education in the Digital Age Proceedings of the 17th ERME Topic Conference MEDA 4. (pp. 391-398). University of Bari Aldo Moro. https://www.researchgate. net/publication/383823947_Generative_AI_as_a_tool_to_foster_collective_mathematical_ discussions_in_primary_school_classrooms.
Yoosook, W. (2012). Development of mathematical reasoning ability and creativity of tenth grade students using mathematical extra-curricular activities and experiential learning cycle [Master’s thesis]. Chulalongkorn University. https://digiverse.chula.ac.th/Info/item/dc:17390. (in Thai)
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Industrial Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
"The opinions and contents including the words in papers are responsibility by the authors."
"ข้อคิดเห็น เนื้อหา รวมทั้งการใช้ภาษาในบทความถือเป็นความรับผิดชอบของผู้เขียน"
