Problem Posing and the Use of AI: Motivational Beliefs Among Pre-service Primary School Teachers

Abstract

Problem posing is central to mathematics education and, like other practices, is challenged by teachers’ motivational beliefs and the use of artificial intelligence (AI). In this study, we applied a proprietary instrument, the ForPro-IA questionnaire, to assess the perceptions as problem formulators and AI users of 175 prospective primary school teachers. As a result, we found that participants found problem formulation more useful and cost-effective compared to the use of AI. The design, validation and application of the instrument are also presented as an original contribution to the field.