Generative AI tools have emerged as important supports to assist teachers with planning instruction.
This article explores one way generative AI can assist teachers in lesson planning: helping them incorporate more active learning, referred to in the article as “generative learning,” into mathematics instruction.
The authors examine how mathematics teachers used generative AI to adapt classroom tasks to incorporate generative learning. They also explore generative AI as a support while teachers themselves engaged in a novel generative learning task related to lesson design.
The study included 16 mathematics teachers. The authors found that teachers appreciated the creative affordances of generative AI for supporting generative learning activities.
Teachers also raised concerns about time efficiency, usability, accuracy, and several broader issues related to using generative AI in instructional planning.
The article concludes with five implications for policy and practice.