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AI-Assisted Integration of Computational Thinking: Pre-service Teachers' Experiences in Early Childhood Mathematics Education.

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Title: AI-Assisted Integration of Computational Thinking: Pre-service Teachers' Experiences in Early Childhood Mathematics Education.
Authors: Yu, Hae Min1 (AUTHOR) hyu1@lewisu.edu, Kim, Seung H.1 (AUTHOR) kimse@lewisu.edu, Lee, Hyeseong1 (AUTHOR) hlee6@lewisu.edu
Source: International Journal of Early Childhood. Dec2025, Vol. 57 Issue 3, p987-1015. 29p.
Subject Terms: *Artificial intelligence, *Early childhood education, *Educational technology, *Mathematics education, *Teacher education, *Student teachers, *Lesson planning
Abstract (English): This study examined how pre-service teachers utilize artificial intelligence (AI) tools to integrate computational thinking (CT) in early childhood mathematics education. Through a qualitative case study guided by the TPACK framework, we examined 24 early childhood pre-service teachers enrolled in a mathematics methods course as they developed CT-integrated math lesson plans using AI assistance. Data sources included pre- and post-course open-ended questionnaires, CT exploration assignments, AI interaction documentation, lesson plans, and reflection papers. The findings revealed three patterns in how pre-service teachers leveraged AI as a scaffold: generating initial ideas for CT integration, refining these ideas for specific teaching contexts, and clarifying CT concepts for deeper understanding. Pre-service teachers demonstrated strategic decision-making in their AI use, successfully designing developmentally appropriate CT-integrated activities while maintaining professional judgment in content adaptation. This study highlights the critical need for structured approaches to AI integration in teacher preparation programs that effectively balance technological proficiency with pedagogical integrity. The implications suggest the importance of developing comprehensive frameworks for AI use in early childhood teacher preparation, addressing both theoretical foundations and practical implementation strategies. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Resumen: Este estudio examinó cómo los futuros docentes utilizan herramientas de inteligencia artificial (IA) para integrar el pensamiento computacional en la educación matemática de la primera infancia. Mediante un estudio de caso cualitativo basado en el marco TPACK, se analizaron 24 futuros docentes de primera infancia mientras desarrollaban planes de lecciones integradas con IA. Los datos incluyeron cuestionarios, asignaciones de exploración, documentación de interacciones con IA y ensayos de reflexión. Los hallazgos revelaron tres patrones en el uso de IA como andamiaje: generar ideas iniciales, refinar ideas para contextos específicos y clarificar conceptos para mayor comprensión. Los futuros docentes demostraron uso estratégico de la IA, diseñando actividades apropiadas para el desarrollo mientras mantenían el juicio profesional. El estudio destaca la necesidad de enfoques estructurados para la integración de IA en programas de preparación docente que equilibren la competencia tecnológica con la integridad pedagógica, sugiriendo la importancia de marcos integrales que aborden fundamentos teóricos y estrategias de implementación práctica. [ABSTRACT FROM AUTHOR]
Abstract (French): Résumé: Cette étude a examiné comment les futurs enseignants utilisent les outils d'intelligence artificielle (IA) pour intégrer la pensée computationnelle dans l'éducation mathématique de la petite enfance. À travers une étude de cas qualitative guidée par le cadre TPACK, 24 futurs enseignants de petite enfance ont été analysés pendant qu'ils développaient des plans de leçons intégrées avec l'IA. Les données comprenaient des questionnaires, des devoirs d'exploration, la documentation des interactions avec l'IA et des essais de réflexion. Les résultats ont révélé trois modèles d'utilisation de l'IA comme échafaudage : générer des idées initiales, affiner les idées pour des contextes spécifiques et clarifier les concepts pour une meilleure compréhension. Les futurs enseignants ont démontré un usage stratégique de l'IA, concevant des activités appropriées au développement tout en maintenant le jugement professionnel. L'étude souligne le besoin d'approches structurées pour l'intégration de l'IA dans les programmes de préparation des enseignants qui équilibrent la compétence technologique avec l'intégrité pédagogique, suggérant l'importance de cadres complets abordant les fondements théoriques et les stratégies de mise en œuvre pratique. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: AI-Assisted Integration of Computational Thinking: Pre-service Teachers' Experiences in Early Childhood Mathematics Education.
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  Data: <searchLink fieldCode="AR" term="%22Yu%2C+Hae+Min%22">Yu, Hae Min</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hyu1@lewisu.edu</i><br /><searchLink fieldCode="AR" term="%22Kim%2C+Seung+H%2E%22">Kim, Seung H.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kimse@lewisu.edu</i><br /><searchLink fieldCode="AR" term="%22Lee%2C+Hyeseong%22">Lee, Hyeseong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hlee6@lewisu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Childhood%22">International Journal of Early Childhood</searchLink>. Dec2025, Vol. 57 Issue 3, p987-1015. 29p.
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  Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This study examined how pre-service teachers utilize artificial intelligence (AI) tools to integrate computational thinking (CT) in early childhood mathematics education. Through a qualitative case study guided by the TPACK framework, we examined 24 early childhood pre-service teachers enrolled in a mathematics methods course as they developed CT-integrated math lesson plans using AI assistance. Data sources included pre- and post-course open-ended questionnaires, CT exploration assignments, AI interaction documentation, lesson plans, and reflection papers. The findings revealed three patterns in how pre-service teachers leveraged AI as a scaffold: generating initial ideas for CT integration, refining these ideas for specific teaching contexts, and clarifying CT concepts for deeper understanding. Pre-service teachers demonstrated strategic decision-making in their AI use, successfully designing developmentally appropriate CT-integrated activities while maintaining professional judgment in content adaptation. This study highlights the critical need for structured approaches to AI integration in teacher preparation programs that effectively balance technological proficiency with pedagogical integrity. The implications suggest the importance of developing comprehensive frameworks for AI use in early childhood teacher preparation, addressing both theoretical foundations and practical implementation strategies. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Resumen: Este estudio examinó cómo los futuros docentes utilizan herramientas de inteligencia artificial (IA) para integrar el pensamiento computacional en la educación matemática de la primera infancia. Mediante un estudio de caso cualitativo basado en el marco TPACK, se analizaron 24 futuros docentes de primera infancia mientras desarrollaban planes de lecciones integradas con IA. Los datos incluyeron cuestionarios, asignaciones de exploración, documentación de interacciones con IA y ensayos de reflexión. Los hallazgos revelaron tres patrones en el uso de IA como andamiaje: generar ideas iniciales, refinar ideas para contextos específicos y clarificar conceptos para mayor comprensión. Los futuros docentes demostraron uso estratégico de la IA, diseñando actividades apropiadas para el desarrollo mientras mantenían el juicio profesional. El estudio destaca la necesidad de enfoques estructurados para la integración de IA en programas de preparación docente que equilibren la competencia tecnológica con la integridad pedagógica, sugiriendo la importancia de marcos integrales que aborden fundamentos teóricos y estrategias de implementación práctica. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Résumé: Cette étude a examiné comment les futurs enseignants utilisent les outils d'intelligence artificielle (IA) pour intégrer la pensée computationnelle dans l'éducation mathématique de la petite enfance. À travers une étude de cas qualitative guidée par le cadre TPACK, 24 futurs enseignants de petite enfance ont été analysés pendant qu'ils développaient des plans de leçons intégrées avec l'IA. Les données comprenaient des questionnaires, des devoirs d'exploration, la documentation des interactions avec l'IA et des essais de réflexion. Les résultats ont révélé trois modèles d'utilisation de l'IA comme échafaudage : générer des idées initiales, affiner les idées pour des contextes spécifiques et clarifier les concepts pour une meilleure compréhension. Les futurs enseignants ont démontré un usage stratégique de l'IA, concevant des activités appropriées au développement tout en maintenant le jugement professionnel. L'étude souligne le besoin d'approches structurées pour l'intégration de l'IA dans les programmes de préparation des enseignants qui équilibrent la compétence technologique avec l'intégrité pédagogique, suggérant l'importance de cadres complets abordant les fondements théoriques et les stratégies de mise en œuvre pratique. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s13158-025-00434-4
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        Type: general
      – SubjectFull: Early childhood education
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      – SubjectFull: Educational technology
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      – SubjectFull: Mathematics education
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      – TitleFull: AI-Assisted Integration of Computational Thinking: Pre-service Teachers' Experiences in Early Childhood Mathematics Education.
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              M: 12
              Text: Dec2025
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