International Group for the Psychology of Mathematics Education (PME)

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

Prospective Teachers’ Instrumental Genesis in Designing Ai-generated Mathematical Applications

Maria Kattou, Constantinos Christou, Demetra Pitta-Pantazi

University of Cyprus

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 763–770ISSN 2790-36482026Scopus conference code 336559
⬇ Download PDF

Abstract

The integration of AI into mathematics education is shifting the teacher’s role from user of digital tools to designer of AI-generated apps. This study examines the criteria that prospective teachers consider when designing mathematical apps and the alignment between their design intentions and app evaluations. Forty-two prospective primary teachers (PT) participated in an AI-integrated mathematics education course, documenting their prompts, apps, and evaluations. Exploratory factor analysis identified three dimensions of criteria: pedagogical tool quality, learning experience, and assessment features. The results indicated alignment between PTs’ design intentions and their app evaluations. AI appears to support the instrumental genesis by embedding pedagogical schemes directly into app design.

Keywords

AI-generated appsinstrumental genesisprospective teachers

Recommended citation

Kattou, M., Christou, C., & Pitta-Pantazi, D. (2026). Prospective Teachers’ Instrumental Genesis in Designing Ai-generated Mathematical Applications. 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. 763–770). Psychology of Mathematics Education (PME). ISSN 2790-3648.
BibTeXRIS

← All PME 49 Research Reports