A single 30-minute session co-authoring math word problems with AMPT significantly increased students' sense of belonging in mathematics¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? After a single 30-min session co-authoring math word problems with AMPT, students' sense of belonging in mathematics significantly increased. → 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

Pre/post attitude study measuring students' attitudes towards mathematics before and after interaction with AMPT. The article reports that "students’ sense of belonging in mathematics significantly increased" after one 30-min co-authoring session; no effect size is 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¶

Learner Variables¶

Belonging — outcome: instruction changes it

Belonging Interventions Improve Outcomes — the general claim this finding bears on, with the studies behind it
AMPT gave students the opportunity to express themselves and see their interests reflected in the math domain — related
After the AMPT co-authoring session, attitudes towards mathematics other than sense of belonging remained unchanged — related
Math tutoring programs may improve students' math confidence and sense of belonging — a broader claim this one bears on
Belonging is multi-faceted and context-dependent, with different expressions (group membership, momentary feeling, durable sense) often conflated in research — related
Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors — related

Page metadata

Field	Value
`type`	`claim`
`id`	`ampt-session-increased-math-belonging`
`title`	`A single 30-minute session co-authoring math word problems with AMPT significantly increased students' sense of belonging in mathematics`
`description`	`A single 30-minute session co-authoring math word problems with AMPT significantly increased students' sense of belonging in mathematics`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2025`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-10`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `norberg-2025`

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