Math 117: Advanced Linear Algebra

Analyzing, AI, Engagement

Reflection on Instructional Change:

I implemented a discussion with my students surrounding expectations and appropriate use of AI in my class. To facilitate this, I asked AI to write a proof for a pretty easy, but very relevant result in my advance linear algebra class. This is something I likely would have proved in class with the help of students. I then copied and pasted both the prompt I gave AI as well as it’s proof and created a pdf with this information. I printed this information, gave it to my students during class, had them read it themselves, and share in small groups their thoughts about the proof. We then discussed the proof as a class.

This class activity helped students and I begin a conversation about the strengths and weaknesses of both the validity and clarity of a proof written by AI, but also about ways they can use AI to learn. As the conversation unfolded, I believe students became very aware of the limitations to what AI can do with regard to proof writing, but also how easy it would be to offload creative and analytic thinking onto it thereby losing out on effective learning. Students stated that they did not like the proof, and actually have more reservations about using AI now. One student stated, “I had never used AI before, and now I am very thankful I never trusted it. I have better rationale for that now!” Regardless, they all stated that they needed to be critical of anything AI produced.

Of all the ACUE modules, I believe the most influential in my teaching was the ‘Observe and Analyze’ especially useful. It was wonderful hearing from my colleagues and learning from what they did! Additionally, I was influenced by the ACUE ‘Teaching with AI-Inclusive and AI-Resistance Learning Experiences: Discussion and Reflection’ module. This made me more aware of how there is no easy way to know if students are submitting AI generated work. It reinforced a growing believe I have to make sure that students are given time and opportunity to produce and create work themselves during class.

Returning to the ‘Observe and Analyze’ session, one ‘a-ha’ moment I had was when colleagues explained how listening to the students discuss math sounded like a foreign language. It made me realize that it is not easy for students to find communities or people to be able to practice this language. In this regard, AI could be a useful tool, so long as students realize it is not an expert and makes mistakes. I hope to fold this line of reasoning into my teaching moving forward.

Evidence of Instructional Change

evidence of instructional change
Students getting ready to engage in the group conversation surrounding the activity.	Portion of the class activity with AI that was done in person.	ACUE badge I earned after completing a module.

Practice and Reflect Teaching and Learning with AI:

The AI ACUE course has influenced my teaching practices in that it showed me that we can expect our students to be using AI in some capacity and that we can play a role in guiding them to how we want them to be using it (or not using it) in our courses. A big challenge is that many students will want to use AI to complete assignments, but AI may cause many errors and the students will not learn much. In my course, I have not incorporated an AI tool, but have created some guidelines in how to appropriately use AI in my course. This has helped provide guidance to students and been able to allow them to focus on the material in the ways I believe they should be.

Course Syllabus

Course syllabus and schedule.

Faculty Bio

faculty bio
	I am an assistant professor in the Department of Mathematics and Statistics. I love teaching mathematics, and largely due to the collaborative nature of the struggle and the chalk boards! My current goal is to learn ways to transfer these aspects into the virtual classroom.

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.