Mathematics teachers have considered the challenges and advantages of knowledge-generating tools for decades, including calculators, search engines, and apps such as Photomath. The outcomes of these tools have led teachers to create assessments that reduce computation and increase problem solving.
As new answer-generating tools continue to evolve, mathematics teachers need to ensure their assessments focus students on identifying the reasonableness of the output and the application of the output in specific application-based situations.
Accordingly, NCTM has released a position statement on Artificial Intelligence and Mathematics Teaching
Artificial Intelligence (AI)-driven tools can respond to students' thinking and interests in ways that previous tools could not. By drawing from large language sets, AI has the potential to adjust application-based problems to student interests and identify the sense students have made even in their incorrect answers. Students will continue to need teachers' mathematical, pedagogical, and relational expertise, though teachers are also likely to benefit from AI-driven tools. In some cases, AI may serve as a teaching assistant, but students will need teachers to help them create a bridge between prior knowledge, new knowledge, and shared knowledge. Teachers must tell students to be very skeptical about AI results, especially about the unique challenges of using tools that may have been trained on biased datasets. This skepticism can be woven into existing pedagogical and assessment techniques. Knowing this, educators need to be involved in developing and testing AI tools in math education to stay up to date with current AI trends to best prepare students for an AI future. Contrary to some popular opinions, this effort will require teachers with even deeper knowledge of math instruction and assessment-math teachers with more experience, not less.
- AI Tools Do Not Replace the Need to Teach Math or Problem Solving
- AI Tools Encourage Teachers to Reimagine Teaching and Assessment
- AI Tools Can Personalize Learning
Read the full position statement.
About NCTM Position Statements
NCTM position statements define a particular problem, issue, or need and describe its relevance to mathematics education. These statements address important and timely policy issues relevant to mathematics education. They rest on the foundation provided by Principles and Standards for School Mathematics, Principles to Actions and research, and address issues that extend beyond the classroom. Each one defines the Council's position or answers a question central to the issue. Position statements are approved by the NCTM Board of Directors.