Fostering Mathematical Creativity, Content Knowledge, and Pedagogical Content Knowledge through Generative AI-Driven Creativity-Directed Professional Development

• In Event: AERA Poster Session Sunday 11:45 am
  In Poster Session: SIG-RME Poster Session: Explorations of the Mathematics Teaching and Learning Experience

Abstract

This study examines a generative AI–guided, creativity-directed professional development (PD) program designed to improve teachers’ mathematical creativity, content knowledge, and pedagogical content knowledge. Twenty-four upper-elementary and middle-school teachers completed ten asynchronous modules focused on proportional reasoning and creativity-directed practices. Paired t-tests showed significant gains in mathematical creativity, content knowledge, and pedagogical content knowledge (p < .001; Hedges’ g = 0.71, 1.16, 0.54). Multiple regression revealed pre-intervention mathematical creativity predicted post-intervention pedagogical content knowledge (β = .32) alongside CK and years of experience. Findings position mathematical creativity as a meaningful, underexamined predictor of pedagogical growth and demonstrate how generative AI can deliver scalable, interactive PD that strengthens teachers’ mathematical understanding and adaptive instruction, especially in under-resourced contexts.

Authors

• Ali Bicer, Texas A&M University

• Tugce Aldemir, Texas A&M University

• Micayla Gooden, Texas A&M University

• Aysenur Bicer, Texas A&M University

• Fay S. Quiroz, University of Wyoming