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This study observed how mathematics teachers interacted with Generative Artificial Intelligence (GenAI) while planning primary school geometry lessons that focus on inquiry-based learning tasks that simultaneously utilise two dynamic technological environments: Origametria (a computerised climate for learning geometry through paper folding) and GeoGebra (dynamic mathematics software). The study’s mixed-methods approach utilised pre- and post-course TPACK questionnaires, analysis of Curiosity Driven Discourse transcripts, GenAI dialogues recorded in the participants’ collaborative research journal, and examination of the inquiry tasks developed as part of the lesson plans. The two research questions were: (1) What are the characteristics of the teacher-GenAI dialogue when preparing inquiry-based geometry learning tasks while simultaneously utilising the two dynamic geometry environments? (2) How does this teacher-GenAI dialogue contribute to the teachers’ TPACK? The findings revealed two primary characteristics of the dialogue. We also found that the dialogue contributed to teachers’ TPACK development across all components. Nevertheless, the study shows that although GenAI can serve as a valuable tool for enhancing teachers’ professional development, its effectiveness depends on teachers’ ability to critically evaluate and adapt its suggestions in specific educational contexts and highlights the importance of maintaining a balance between AI capabilities and human expertise.
Segal et al. (Thu,) studied this question.