Recent advances in generative artificial intelligence (GenAI) can support the creation of mathematical tasks. Although current tools have focused on having GenAI write tasks for learners, little research has yet explored how GenAI can further assist students in posing their own math problems. Here, we present a study of 36 middle school girls using GenAI to write mathematics story problems and generate visual illustrations. We examine how the girls interacted with GenAI during the process of problem-posing, what they saw as the strengths and weaknesses of using GenAI, and the quality of the mathematics story problems that the GenAI returned. We found that girls were optimistic about ChatGPT, despite it generating problems that had issues with authenticity and that some girls felt did not reflect their voice. The girls were more critical about DALL-E2, accentuating issues of bias. We share implications for using GenAI for personalized student task generation.
Walkington et al. (2025) studied this question.