Exploring Potential Uses and Concerns of GenAI Use in Problem Solving in the Mathematics Classroom
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.
Keywords: generative AI, mathematics education, teacher-AI interaction, learner-AI engagement framework
How to Cite:
Naresh, N., Yimaz, Z., Johnson, I. D. & Cockerham, D., (2025) “Exploring Potential Uses and Concerns of GenAI Use in Problem Solving in the Mathematics Classroom”, Ohio Journal of School Mathematics 101(1), 31-51. doi: https://doi.org/10.18061/ojsm.6574
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