International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Artificial Intelligence-supported Mathematical Task Designs Based on Pre-service Mathematics Teachers’ Beliefs About the Nature of Mathematics

Fatih Taş, Yüksel Dede, Pınar Akyıldız Taş

Bartın University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1443–1450ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study examines how pre-service mathematics teachers' (PMTs') beliefs about the nature of mathematics impact their interactions with Artificial Intelligence (AI) during task design. Using a multiple case study approach, 16 PMTs were initially divided into three belief profiles (Integrated Connectionists, Balanced Relationalists, and Procedural-Hybridists). Qualitative analysis of orientation strategies and task outcomes from nine focus cases revealed that PMTs with high relational beliefs utilized AI as a critical co-designer to enhance cognitive demand; conversely, those with stronger transactional beliefs employed AI primarily as a tool for task automation and shaping. The results suggest that mathematical beliefs act as a significant filter for pedagogical action in AI-integrated lesson planning.

Keywords

Artificial intelligenceMathematical task designBeliefsPreservice mathematics teacher

Recommended citation

Taş, F., Dede, Y., & Akyıldız Taş, P. (2026). Artificial Intelligence-supported Mathematical Task Designs Based on Pre-service Mathematics Teachers’ Beliefs About the Nature of Mathematics. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1443–1450). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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