Investigating mathematics-teacher-AI partnerships in the classroom: Emergent tensions in the didactic contract

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

Abstract

This study explored how the incorporation of AI-generated individualized instructional responses (IIRs) into five middle-school mathematics teachers’ classrooms impacted roles, responsibilities, and expectations in the classroom. We framed our work with the theory of didactic situations and the didactic contract and documented tensions in institutionalization and instructional exchanges agreements of the didactic contract. We documented these tensions with evidence from two mathematics teachers’ classrooms. Specifically, we document Daria’s reduced opportunities to notice student mathematical thinking and challenges with summarizing student understandings during class discussions. We also provide evidence of a discursive misalignment between AI-generated IIRs and Wendy’s students’ discourse that created challenges for students to improve their work. We discuss implications our findings have for needed research on mathematics-teacher-AI partnerships.

Authors

• Anthony Matranga, California State University - San Marcos

• Traci Jackson, California State University - San Marcos