Academic Journal
Exploring Pre-Service Mathematics Teachers' Diagnostic Thinking During AI-Supported Task Design: A Configurational Mixed-Methods Pilot Study.
| Τίτλος: | Exploring Pre-Service Mathematics Teachers' Diagnostic Thinking During AI-Supported Task Design: A Configurational Mixed-Methods Pilot Study. |
|---|---|
| Συγγραφείς: | Qi, Chunxia, Lin, Jingyu, Wen, Leyao, Huang, Qi |
| Πηγή: | Journal of Intelligence; Sep2026, Vol. 14 Issue 9, p227, 28p |
| Θεματικοί όροι: | Mathematics teachers, Artificial intelligence, Comparative studies, Design, Pedagogical content knowledge, Teacher education, Formative evaluation, Teacher development |
| Περίληψη: | Developing pre-service mathematics teachers' ability to understand students' mathematical thinking and anticipate students' difficulties remains a challenge in teacher education. This exploratory mixed-methods study involved 21 pre-service mathematics teachers in a six-week AI-supported mathematical task design module. The study combined pre–post assessment, fuzzy-set Qualitative Comparative Analysis (fsQCA), and qualitative analysis of participants' AI interactions and reflections. The key findings were as follows: (1) Participants showed significantly higher post-test scores in overall diagnostic thinking and in perception, interpretation, and judgement than at pre-test. (2) The configurational analysis identified a comparatively stable pattern associated with high post-intervention diagnostic thinking, combining lower initial diagnostic thinking with high AI acceptance and high prompting knowledge density. (3) Qualitative evidence further showed that AI served as an interactive resource for exploring mathematical and pedagogical considerations, evaluating generated suggestions, and revising task designs. Exploratory comparisons suggested that AI use could range from broader knowledge-oriented support to more selective verification and refinement. The findings highlight the heterogeneous nature of AI-supported professional learning and underscore the importance of critical evaluation and professional agency in teacher–AI collaboration. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Intelligence is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Pre-Service Mathematics Teachers' Diagnostic Thinking During AI-Supported Task Design: A Configurational Mixed-Methods Pilot Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Qi%2C+Chunxia%22">Qi, Chunxia</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Jingyu%22">Lin, Jingyu</searchLink><br /><searchLink fieldCode="AR" term="%22Wen%2C+Leyao%22">Wen, Leyao</searchLink><br /><searchLink fieldCode="AR" term="%22Huang%2C+Qi%22">Huang, Qi</searchLink> – Name: TitleSource Label: Source Group: Src Data: Journal of Intelligence; Sep2026, Vol. 14 Issue 9, p227, 28p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Developing pre-service mathematics teachers' ability to understand students' mathematical thinking and anticipate students' difficulties remains a challenge in teacher education. This exploratory mixed-methods study involved 21 pre-service mathematics teachers in a six-week AI-supported mathematical task design module. The study combined pre–post assessment, fuzzy-set Qualitative Comparative Analysis (fsQCA), and qualitative analysis of participants' AI interactions and reflections. The key findings were as follows: (1) Participants showed significantly higher post-test scores in overall diagnostic thinking and in perception, interpretation, and judgement than at pre-test. (2) The configurational analysis identified a comparatively stable pattern associated with high post-intervention diagnostic thinking, combining lower initial diagnostic thinking with high AI acceptance and high prompting knowledge density. (3) Qualitative evidence further showed that AI served as an interactive resource for exploring mathematical and pedagogical considerations, evaluating generated suggestions, and revising task designs. Exploratory comparisons suggested that AI use could range from broader knowledge-oriented support to more selective verification and refinement. The findings highlight the heterogeneous nature of AI-supported professional learning and underscore the importance of critical evaluation and professional agency in teacher–AI collaboration. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Journal of Intelligence is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/jintelligence14090227 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 227 Subjects: – SubjectFull: Mathematics teachers Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Design Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Teacher development Type: general Titles: – TitleFull: Exploring Pre-Service Mathematics Teachers' Diagnostic Thinking During AI-Supported Task Design: A Configurational Mixed-Methods Pilot Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Qi, Chunxia – PersonEntity: Name: NameFull: Lin, Jingyu – PersonEntity: Name: NameFull: Wen, Leyao – PersonEntity: Name: NameFull: Huang, Qi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 20793200 Numbering: – Type: volume Value: 14 – Type: issue Value: 9 Titles: – TitleFull: Journal of Intelligence Type: main |
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