Integrating AI Chatbot Mentoring into Problem Posing-Based Learning: Exploring Mathematical Thinking and Student Engagement

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

Abstract

Problem posing, which involves students creating their own problems, fosters creativity, critical thinking, and problem-solving skills but remains underutilized in many classrooms. Recent advances in generative AI offer an opportunity to rethink students’ roles in the mathematical learning process. This study explores students’ mathematical thinking, engagement, and attitudes through an innovative instructional approach that integrates AI chatbots as mentees into problem posing. Findings from classroom observations, pre- and post-surveys, and chatbot logs indicate that AI chatbot mentoring reveals meaningful students' mathematical thinking, increases values and attitudes, and encourages active participation. This study offers insights into the evolving role of students in AI-integrated learning environments, providing evidence of how AI chatbots can serve as interactive tools that reshape students' learning experiences.

Authors

• Hee-Jeong Kim, Korea University

• Hayeon Jung, Korea University