Pre-service mathematics teachers’ collaborative lesson design experiences with an AI digital textbook and changes in their perceptions

This study explored pre-service mathematics teachers' experiences of collaborative lesson design using AI Digital Textbooks (AIDTs), focusing on changes in their perceptions and the characteristics of their design practices.Eighteen pre-service teachers participated in a pre-post survey and a collaborative lesson design project.The survey measured lesson design competencies and perceptions of AIDT, while qualitative data were collected from lesson plans, peer discussions, and expert reviews.The results showed significant improvements in certain areas, particularly content knowledge & resource application and perceptions of AIDT's effectiveness, interaction, and interest & motivation.Expert evaluation of nine lesson designs further revealed how pre-service teachers attempted to integrate AIDT functions (e.g., diagnostic tests, auto-grading, dashboards) with mathematical content and pedagogical strategies, showing initial manifestations of AI-TPACK.The findings suggest that AIDT-based collaborative lesson design can enhance digital teaching competencies and highlight the value of case-based learning and collaborative design activities in teacher education programs.