Fostering Culturally-Responsive Calculus Instruction

Enhancing Global Learning Experiences Through AI Integration


  • Michael Todd Edwards Miami University of Ohio
  • Zheng Yang Sichuan University-Pittsburgh Institute (SCUPI)
  • Carlos A. Lopez-Gonzalez City College of San Francisco


Artificial Intelligence, Culturally-Responsive Instruction, Calculus Thinking, Conceptual Understanding


This paper explores the implementation of culturally-responsive calculus tasks facilitated by AI agents in a cross-cultural collaborative learning environment over a period of three weeks. Engaging student pairs from China and the United States in weekly 90-minute sessions via ZOOM, our study employed a qualitative research methodology, focusing on dialogue analysis and student interaction with the AI agent. This approach provided insights into how the AI agent influenced students’ understanding of calculus concepts through historical and cultural lenses. Our findings reveal that the AI agent not only enhanced conceptual understanding but also effectively bridged linguistic and cultural divides, enriching the global learning experience.


Bonner, E. P. (2021). Practicing culturally responsive mathematics teaching. Mathematics Teacher: Learning and Teaching PK-12, 114(1), 6–15.

Elbow, P. (1973). Writing Without Teachers. Oxford University Press.

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.




How to Cite

Edwards, M. T., Yang, Z., & Lopez-Gonzalez, C. A. (2024). Fostering Culturally-Responsive Calculus Instruction: Enhancing Global Learning Experiences Through AI Integration. Ohio Journal of School Mathematics, 95(1), 39–47. Retrieved from




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