Pre-service mathematics teachers’ perceptions of using GenAI for practicing teacher questioning: A semester-long study

Abstract

This study investigated pre-service mathematics teachers’ (PSMTs’) perceptions of using generative artificial intelligence (GenAI) tools–specifically ChatGPT 4.0 and Student GPT–to support the development of teacher questioning strategies within a mathematics methods course. We examined four key areas: perceived usefulness, perceived ease of use, self-efficacy, and behavioral intention, while tracking changes in perceptions over a semester. Data sources included two written reflections, two surveys, and a final interview. Findings indicated that with increased familiarity and improved prompt-writing proficiency, PSMTs developed more positive views of GenAI integration. Perceptions were influenced by factors such as prompt writing skills, prior teaching experience, and training needs. The results highlighted the importance of sustained engagement with GenAI tools and the critical role of mathematics teacher educators in offering structured guidance and formative feedback. The practical implications for designing effective AI-integrated instructional activities were discussed.