International Group for the Psychology of Mathematics Education (PME)

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

How Pre-service Teachers Respond to Ai-generated Hallucinations in Mathematical Reasoning About E and Π

Busra Caylan-Ergene, Ozkan Ergene, Igor’ Kontorovich

Sakarya University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 267–274ISSN 2790-36482026Scopus conference code 336559
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Abstract

This paper examines how pre-service teachers interact with AI-generated responses, with attention to perceived credibility of AI outputs and their impact on teachers’ solutions. Twelve participants completed a task on representing eπ on the number line and subsequently interacted with a specially designed GPT that deliberately produced erroneous responses. GPT responses included hallucinations primarily involving fabricated concepts, principles, and academic sources. Only one participant noted and questioned the validity of AI-generated responses, whereas others endorsed them as shared. Delayed recognition, identified in the post-interaction written reflections when participants revisited their earlier GPT dialogues, was linked to limited subject-matter confidence, the professional tone of AI explanations, and trust in AI.

Keywords

Artifical IntelligenceHallucinationsPre-service teachers

Recommended citation

Caylan-Ergene, B., Ergene, O., & Kontorovich, I. (2026). How Pre-service Teachers Respond to Ai-generated Hallucinations in Mathematical Reasoning About E and Π. 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. 267–274). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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