PME-NA

Navigating Generative AI in Graduate Mathematics Education Program: A Comparative Analysis of Curricula and Student Perceptions

• In Event: Learning at the College and Graduate Level

Description

The rise of GenAI technologies, such as ChatGPT, has significantly impacted higher education, offering valuable tools for literature synthesis, data analysis, and academic writing. Despite these benefits, GenAI presents ethical, practical, and cognitive challenges, especially for emerging researchers in graduate mathematics education. This study investigates how graduate-level curricula address GenAI use and explores graduate students’ perceptions of its challenges and opportunities. Guided by ethical AI frameworks and academic integrity literature, the research employs a qualitative approach, combining autoethnography and comparative document analysis. Data sources include syllabi from eight universities and semi-structured interviews conducted between the two author-researchers. Preliminary findings reveal a gap between curricular expectations and student experiences: while syllabi often caution against plagiarism, they provide limited guidance on ethical GenAI use. Students recognize GenAI’s potential but voice concerns over over-reliance and inconsistent institutional messaging. The study underscores the need for clearer curricular guidance and practical resources, aligning with the PME-NA 2025 theme of “Changing Mathematics Education by Educating for Change

Authors

• Hillary Ongoyo Omoze, Purdue University (West Lafayette)

• Humphrey Chinenye Ochulor, Purdue University West Lafayette