Abstract
Generative AI (Gen AI) has revolutionized possibilities for instructional practices in education. The use of digital technology in mathematics education includes tools such as ChatGPT, Photomath, and Gemini. These tools offer opportunities for dynamic engagement, including problem-solving and personalized learning experiences. However, integrating these technologies into the classroom presents significant opportunities and limitations. As GenAI becomes an integral component oewf educational technology, understanding its implications for teaching and learning, particularly in mathematics, is vital. This research examines preservice teachers’ perspectives on using the GenAI within an undergraduate mathematics education course. It also explores the advantages and challenges of using Gen AI tools as perceived by the participants and highlights specific applications for mathematics education classrooms. Data was collected through classroom observations and an 8-item survey administered via Survey Monkey during week 2 of an 8-week 2023 Fall term course. The findings reveal that while participants were initially hesitant to acknowledge their use of GenAI tools in daily life, they showed broad familiarity but limited regular integration into teaching. The study also revealed that there are concerns for possible over-reliance, accuracy, and integration into pedagogy on such technologies, which may hinder the development of critical thinking and problem-solving skills. Optimism exists about AI’s potential, though tempered by concerns about over-reliance, accuracy, and integration challenges. Further, albeit cautiously, preservice teachers are willing to promote student use of AI. This research is intended to catalyze more in-depth discussion and exploration of Gen AI’s potential in the mathematics education classroom.
Recommended Citation
watson-huggins, janice and Trotman, Sandra
(2025)
"Preservice Teachers’ Perspective on Using Gen AI in Math Education,"
FDLA Journal: Vol. 9, Article 21.
Available at:
https://nsuworks.nova.edu/fdla-journal/vol9/iss1/21
Included in
Online and Distance Education Commons, Teacher Education and Professional Development Commons