Beliefs and belief-change of in-service mathematics teachers on the use of generative artificial intelligence with a focus on elementary school

Abstract

This article deals with the beliefs of mathematics teachers about the use of generative artificial intelligence (AI) for planning lessons and as a teaching and learning tool in the classroom. On the basis of semi-structured interviews, a wide range of different beliefs could be identified, which showed overall that the teachers were novices in the field of generative AI. After exploratory phase of several weeks, further interviews were conducted. On the basis of three exemplary cases, the article shows that this can lead to fundamental changes in beliefs.