After the AMPT co-authoring session, attitudes towards mathematics other than sense of belonging remained unchanged¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Other measured attitudes towards mathematics besides sense of belonging showed no change after the AMPT session. → Norberg 2025

Evidence¶

Norberg 2025¶

Norberg, K., Murphy, A., De Ley, L., Moltz, E.S., Almoubayyed, H., Ritter, S. (2025). Using Generative AI to Foster Student Sense of Belonging in Mathematics. In: Artificial Intelligence in Education, AIED 2025, Lecture Notes in Computer Science, vol 15882. Springer, Cham. https://doi.org/10.1007/978-3-031-98465-5_24

q2 · i? · design · r2

Same pre/post attitude study of AMPT interaction. The article reports that "other attitudes remained unchanged"; no effect sizes or test statistics for these null comparisons are printed.

"After a single 30-min session co-authoring math word problems with AMPT, students’ sense of belonging in mathematics significantly increased, while other attitudes remained unchanged."

Discussion¶

Related Claims¶

• Belonging Interventions Improve Outcomes — the general claim this finding bears on, with the studies behind it
• A single 30-minute session co-authoring math word problems with AMPT significantly increased students' sense of belonging in mathematics — related
• AMPT gave students the opportunity to express themselves and see their interests reflected in the math domain — related
• Math tutoring programs may improve students' math confidence and sense of belonging — related