Mathematics Teacher Interaction Styles with Generative Artificial Intelligence: Personalization Approaches and Problem Quality

• In Event: Considering the Interplay between Generative AI and the Mathematics Classroom

Abstract

As generative AI becomes more integrated into classrooms, understanding teacher collaboration with these tools is essential. This qualitative study, informed by Technological Pedagogical Content Knowledge, personalization theories and adaptive epistemic agency, examines how teachers use generative AI to personalize mathematics word problems. Using prior analysis of students’ rating of problems’ interestingness and closeness to their experiences, we analyzed transcripts seven 7th-grade teachers using ChatGPT. Three distinct AI interaction styles were identified —AI-Dominated, Teacher-Dominated, and Human-AI partnership—and created a concept map to represent these approaches and their pedagogical implications. Teachers showed adaptive epistemic agency in sharing instructional control with AI. Support is needed for collaborative decision-making with generative AI.

Authors

• Theodora Beauchamp, Southern Methodist University

• Candace A. Walkington, Southern Methodist University

• Tiffini Pruitt-Britton, American Institutes for Research