Generative AI as a tool to promote collective mathematical discussions: a pilot study at primary school

The advent of Generative AI (GenAI) has given rise to the need for a re-evaluation of the teaching strategies employed in mathematics education. Applying the principles of the mathematics laboratory, collective mathematical discussion, and instrumental approach, we investigate how GenAI can act as a tool to foster meaningful mathematical discourse and knowledge development. This paper presents and examines the initial +ndings from a pilot study conducted in ten 4th-grade and 5th-grade classrooms. The study aimed to enhance primary school students’ understanding of geometrical transformations through the use of GenAI and its integration with other tools in a labbased activity. The present work explores the mathematical discussions that primary students engage in when creating prompts to be presented to a GenAI system and interpreting the feedback it provides. The +ndings are subjected to rigorous examination and analysis to investigate the potential of GenAI as a teaching-learning tool that can provide support for mathematical discussions, enhancing students’ learning. The initial results suggest that students’ involvement in the formulation of prompts for GenAI and interpretation of its feedback has the potential to enhance mathematical discourse and facilitate the construction of mathematical meanings. Furthermore, our study underscores the essential role of the teacher in orchestrating collective mathematical discussions enhanced by GenAI. The teacher’s deliberate strategies, informed by an understanding of the a1ordances and limits of the tool and its integration with other resources, played a pivotal role in guiding students towards the learning process.