Abstract
AbstractHow can AI be brought to support teaching and learning at a time when the uses of digital technologies remain fairly poor and teacher education is struggling to make an impact? The design of classroom computer simulators has led us to create models, based on ordinary practices in the use of digital technologies, and in particular the articulation between working with digital and paper space. This allows us to identify the knowledge needed by the teacher and educators to move from the usual workspaces to these new ones or to coordinate the two. This chapter therefore shows the design process of AI tools: computerized classroom and mentoring simulators (as expert systems). Our analysis will be based mainly on the teaching of proof in geometry for middle school students.
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