PME-NA

Evidence of standards for mathematical practice in prospective teachers’ interactions with AI in mathematical modeling

• In Event: Evidence of standards for mathematical practice in prospective teachers’ interactions with AI in mathematical modeling

Description

Many teachers and teacher educators remain skeptical about the potential role of artificial intelligence (AI) tools in the mathematics classroom as they worry that it might dominate discussions, limit students’ ownership of ideas, and hinder productive mathematical discourse. Using the Standards for Mathematical Practice (SMPs) as an analytic framework, this study explores how prospective mathematics teachers collaborated with Khanmigo, an AI tutor, to create solutions for mathematical modeling tasks. Our findings indicate that prospective teachers engaged differently with AI in the context of mathematical modeling, positioning AI as either a co-learner or as a teacher. In both cases, PMTs’ reflections provide evidence of multiple SMPs. They interacted with AI to make sense of problems, reason abstractly and quantitatively, and to persevere in solving mathematical modeling tasks.

Authors

• Zuhal Yilmaz, North Carolina State University

• Terrie Galanti, University of North Florida

• Nirmala Naresh, University of North Texas