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Exploring Positionality in Navigating Generative AI for Culturally Responsive Mathematics Teaching
Fri, April 25, 3:20 to 4:50pm MDT (3:20 to 4:50pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 709Abstract
This qualitative case study explores how one teacher in a 12-week secondary math teacher inquiry group used generative AI to augment lesson plans to reflect dimensions of culturally responsive mathematics teaching (CRMT) (Zavala & Aguirre, 2024). In the inquiry group sessions (held on Zoom), three secondary mathematics teachers shared lesson plans that they designed with AI models and provided one another feedback. The focal participant for this analysis participated in two interviews and five inquiry group sessions. Findings suggest that a teacher’s positionality and the CRMT framework shape the way one uses AI models. In addition, the study indicates ways to mitigate harmful AI biases in lesson planning.