Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Benjamin Rott, André Bresges
University of Cologne
⬇ Download PDFThis longitudinal qualitative study investigates how pre-service teachers’ experiences with and beliefs about artificial intelligence (AI) tools develop during a semester-long university seminar. Fifteen pre-service teachers participated in a seminar on mathematics and physics education with weekly sessions. They explored and reflected upon educational applications of AI chatbots and reported on their experiences. Data were collected at three time points through open questions and analysed using qualitative content analysis. Results show clear development from limited prior experience toward confident and reflective use, accompanied by a shift from vague perceptions to more nuanced views emphasizing opportunities while acknowledging risks. Implications are discussed.
AI-chatbotsteacher's beliefslongitudinal study