Generative Artificial Intelligence and Early Math Abilities: Improving Young children’s Pattern Skills with a GenAI-Supported Intervention
INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION, cilt.0, ss.1-25, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 0
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/10447318.2026.2678539
- Dergi Adı: INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION
- Derginin Tarandığı İndeksler: Applied Science & Technology Source, Academic Search Ultimate (EBSCO), Business Source Ultimate (EBSCO), Engineering Source (EBSCO), Scopus, Psychology & Behavioral Sciences Collection (EBSCO), Technology Collection (ProQuest), Aerospace Database, Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), ABI/INFORM, Compendex, INSPEC, Psycinfo
- Sayfa Sayıları: ss.1-25
- Çukurova Üniversitesi Adresli: Evet
Özet
Patterning is a foundational aspect of early mathematical development that supports algebraic reasoning and generalization. However, intervention studies aimed at improving patterning skills in early childhood are limited. This study examined the effect of a GenAI-supported intervention on children’s patterning skills. This quasiexperimental study involved three groups: two experimental groups and one control group. The participants were 76 preschool children. One group received an intervention that included GenAI support, while the other received an intervention based entirely on concrete materials without GenAI support. Patterning skills were assessed using a pretest, a post-test, and a follow-up measure four weeks later. The findings showed that both interventions were more effective than the control group, but those receiving GenAI support achieved larger and more sustained improvements. Overall, our findings suggest that a teacher-mediated human–AI collaborative approach may be feasible and promising for supporting preschool children’s pattern skills within an early mathematics context.