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Abstract Mathematics teacher education programs in the United States are charged with preparing prospective secondary teachers (PSTs) to teach reasoning and proving across grade levels and mathematical topics. Although most programs require a course on proof, PSTs often perceive it as disconnected from their future classroom practice. Our design research project developed a capstone courseMathematical Reasoning and Proving for Secondary Teachersand systematically studied its effect on PSTs’ content and pedagogical knowledge specific to proof. This paper focuses on one course module—Quantification and the Role of Examples in Proving,a topic which poses persistent difficulties to students and teachers alike. The analysis suggests that after the course, PSTs’ content and pedagogical knowledge of the role of examples in proving increased. We provide evidence from multiple data sources: pre-and post-questionnaires, PSTs’ responses to the in-class activities, their lesson plans, reflections on lesson enactment, and self-report. We discuss design principles that supported PSTs’ learning and their applicability beyond the study context.
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This content will become publicly available on December 18, 2025
More confidence more critical: Investigating secondary mathematics preservice teachers’ use of an Artificial Intelligence chatbot as a curriculum development tool
The manuscript shares findings from a study engaging secondary mathematics preservice teachers using Artificial Intelligence (AI) chatbots to design mathematics lesson plans. Phenomenology was employed to investigate how six secondary preservice teachers used AI chatbots and navigated this new resource compared to their knowledge and experience in developing culturally responsive mathematics lesson plans that included mathematics and social justice goals. Our data analysis revealed that PSTs’ confidence in their Mathematical Content Knowledge and Pedagogical Content Knowledge allowed them to be critical of using AI-generated lesson plans. This finding contrasted with previous research on elementary education preservice teachers who gave away their decision-making agency to AI chatbots, especially about mathematics. The data suggests that the secondary PSTs had confidence in their Mathematical and Pedagogical Content Knowledge, making them more critical of the AI-generated lesson plans. The findings also indicate that AI tools can help teachers learn about Technological Pedagogical Knowledge (TPK). Overall, the data stressed the need to support PSTs in using AI chatbots critically. The implications of this study provide possible ways to help PSTs overcome their overconfidence in AI chatbots and imply that more professional development tools and programs must be constructed to help inservice teachers use AI tools.
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- Award ID(s):
- 2237151
- PAR ID:
- 10573800
- Publisher / Repository:
- Online Science Publishing
- Date Published:
- Journal Name:
- American Journal of Creative Education
- Volume:
- 7
- Issue:
- 2
- ISSN:
- 2706-6088
- Page Range / eLocation ID:
- 63 to 78
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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