Exploring Potential Uses and Concerns of GenAI Use in Problem Solving in the Mathematics Classroom

This two-part longitudinal study explored the integration of generative artificial intelligence (GenAI) in mathematics education by examining the perspectives, knowledge, and experiences of in-service and preservice secondary mathematics teachers. The study began with a 7-item questionnaire completed by in-service secondary mathematics teachers in the West South-Central region of the United States to identify their initial views and concerns regarding GenAI. A volunteer subgroup then participated in an exploratory task-based activity, completing one of eight structured mathematical problems using a GenAI tool. Insights from this exploratory work informed the second part of the study: a case study involving preservice teachers who engaged in open-ended mathematical modeling tasks with GenAI. Analysis of the teachers’ engagement focused on their teacher-AI interactions, such as the prompt types in communicating with the AI Tool (e.g., Ask, Affirm/Seek Validation, Guide) and ways their interactions addressed concerns highlighted in previous research. Further analysis provided a deeper awareness of teachers’ reactions and beliefs regarding conceptual understanding that had been supported during the GenAI problem-solving experience and related GenAI issues. This study concluded with the authors’ pedagogical reflections regarding challenges, limitations, and plans for future use of AI tools.