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

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Bibliographic Details
Title:	Exploring Potential Uses and Concerns of GenAI Use in Problem Solving in the Mathematics Classroom.
Authors:	Naresh, Nirmala¹, Yilmaz, Zuhal², Johnson, Iris DeLoach³, Cockerham, Deborah³
Source:	Ohio Journal of School Mathematics. Fall2025, Vol. 101, p31-51. 21p.
Subject Terms:	Generative artificial intelligence, Mathematics education, Teacher attitudes, Problem solving, *Educational technology, Mathematical models, Human-computer interaction
Abstract:	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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	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. [ABSTRACT FROM AUTHOR]
ISSN:	24725986