The landscape of educational mathematics content is shifting from static textbooks to dynamic, AI-powered learning platforms. This talk explores how these systems personalize learning experiences, impact the educator’s role, and integrate psychometric science to ensure accuracy and effectiveness. By examining both macro-level systems (e.g., Learning Management Systems) and micro-level student interactions (e.g., interactive problem-solving tools), we will highlight the strengths and limitations of various adaptive technologies. We will discuss the role of AI-generated content, mastery-based learning, and emerging interactive methods, such as theorem-solving environments, in shaping the future of mathematics education. The session will also address the evolving role of educators, interactive designers, and students within this ecosystem.

Bios

Mariya Boyko, Ph.D., completed her dissertation on the History of Mathematics Education and Curriculum Design from historical, political and social perspectives. She has applied this frame in Canada's leading educational technology companies, including Vretta, D2L, TopHat, Knowledgehook, and Prodigy. She has contributed to the development of adaptive learning platforms and is currently involved in designing a new Learning Management System focused on personalized mathematics instruction.

Charles Anifowose is a technologist who has specialized in integrating principles from education producing systems in college-sector mathematics education, item development, large scale assessment delivery, and adaptive systems. He has collaborated with educators and researchers on projects such as: College Student Achievement Project under guidance from the Ontario Ministry of Education and the Ministry of Training, Colleges and Universities; MathemaTIC in partnership with the Luxembourg Ministry of Education, Children and Youth and France's Direction de l'évaluation, de la prospective et de la performance; and the EMA@School Early Numeracy Screener in collaboration with Carleton University and the Alberta Ministry of Education. He is interested in the creation of valid, reliable, and humanistic feedback loops in mathematics education.