International Group for the Psychology of Mathematics Education (PME)

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

Instrumental Genesis and Cognitive Offloading in Student-genai Interaction: a Case Study in Mathematical Modeling

Linxuan Yi, Di Liu

Michigan State University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1619–1626ISSN 2790-36482026Scopus conference code 336559
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Abstract

As generative AI enters mathematics education, understanding how students use these tools becomes critical. We examine instrumental genesis and cognitive offloading in student-GenAI interaction through case analysis of one eleventh-grade student solving a modelling problem, with help-seeking behaviors served as observable indicators. Analysis revealed that the student developed a learning-oriented utilization scheme within a four-stage cycle of instrumentalization and instrumentation, demonstrating low cognitive offloading: delegating computational tasks while maintaining critical authority. This framework distinguishes productive appropriation (scaffolded engagement) from problematic patterns (complete delegation), offering analytical tools for supporting productive GenAI use in mathematics learning.

Keywords

Instrumental genesisCognitive offloadingMathematical modelingGenerative AI

Recommended citation

Yi, L., & Liu, D. (2026). Instrumental Genesis and Cognitive Offloading in Student-genai Interaction: a Case Study in Mathematical Modeling. 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. 1619–1626). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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