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
