Abstract

This study investigates the use of AI to support elementary teachers in developing mathematical story problems, alongside the content knowledge and pedagogical strategies needed to facilitate problem-solving that encourages critical thinking, perseverance, and mathematical discussion. Specifically, MagicSchool.ai was integrated into elementary mathematics methods courses at a southeastern United States university: two asynchronous graduate sections for in-service teachers (n = 31) and two in-person undergraduate sections for preservice teachers (n = 46). Participants used AI tools to examine how their questioning techniques could enrich mathematical reasoning while maintaining cognitive demand and promoting productive struggle. Analysis of participants’ course artifacts and reflections revealed how the AI tools strengthened their instructional practice by: (a) deepening their understanding of mathematical processes and scaffolding, (b) improving question types and sequencing, (c) broadening their exploration of diverse problem-solving approaches and opportunities for personalization, and (d) enhancing their self-reflection in facilitating productive mathematical discussions. Findings highlight AI’s potential as a prompt generator and question-scripting partner, with recommendations for integrating AI into teacher preparation and K–12 classrooms to promote reflective, effective mathematics instruction. 

Keywords

Mathematics Education, Artificial Intelligence, Productive Struggle, Teacher Education, Elementary, Questioning

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