Is an AI affordance really an affordance? Emergent curriculum tensions during pre-service teacher noticing (Stage 3, 8:26 AM)

• In Event: e-Lightning Ed-Talk Session 15 - Stage 3

Abstract

Teachers report using generative AI tools in conjunction with professional activities with increasing frequency. However, it is not yet known how learning to teach with genAI will influence teachers’ practice. We designed a teaching experiment asking pre-service mathematics teachers to analyze two instances of student thinking: first in small group discussion, then by asking ChatGPT to analyze student thinking. They shared evaluations of genAI’s feedback during a whole-group discussion, which surfaced disagreements about how and when genAI feedback aided their learning. We propose curriculum and instruction implications for teacher educators who seek to support future teachers with genAI tools.

Authors

• Victoria L. Delaney, San Diego State University

• Ryan Gabriel Aniceto, San Diego State University