MiyazakiMiyazaki Municipal Elementary School, Koto Ward, Tokyo, Japan

Abstract: This paper presents an innovative instructional approach called the AI-Enhanced Neriage (AI-N) Model, developed to deepen primary school students' mathematical understanding and thinking skills within the Japanese mathematics education context. Building upon Japan's well-established problem-solving approach and the traditional "neriage" (collective refinement) practice, this model integrates artificial intelligence as a supportive tool to enhance both individual exploration and whole-class discussion. Implemented in a fifth-grade classroom at Sakuragaoka Municipal Elementary School in Tokyo, the AI-N Model features three interconnected cycles: the Individual Exploration Cycle supported by an AI learning companion, the Small-Group Collaboration Cycle facilitated by AI analytics, and the Whole-Class Neriage Cycle enriched by AI-synthesized student ideas. A fourteen-week classroom case study was conducted with two fifth-grade classes (n=72), comparing the AI-enhanced approach with conventional problem-solving instruction. Results indicate that students in the AI-N class demonstrated significantly better conceptual understanding of ratio and proportion (t=4.12, p<.001, d=0.97), enhanced mathematical thinking and expression skills (t=3.87, p<.001, d=0.91), and improved attitudes toward mathematics (t=3.23, p<.01, d=0.76) compared to the control group. Qualitative data from classroom observations, lesson study records, and student interviews further revealed that the AI-N approach helped students develop "kizuki" (mathematical awareness), engage more deeply in neriage discussions, and build confidence in explaining their thinking. This study contributes to the growing body of research on technology-enhanced mathematics education in Japan and offers practical insights for frontline teachers seeking to adapt traditional pedagogies to the digital age while preserving the essence of Japanese mathematics education.

Keywords: neriage, AI in education, problem-solving approach, ratio and proportion, elementary mathematics, Japanese mathematics education, kizuki