A new study explores how preservice mathematics teachers navigate the use of AI tools in lesson planning, examining the challenges and opportunities of integrating artificial intelligence into educational decision-making. Researchers analyzed multiple cases to understand how emerging technologies influence teachers’ confidence and reliance on AI-generated suggestions. The findings highlight tensions between trusting algorithmic recommendations and maintaining pedagogical expertise. This research offers insights into the evolving role of AI in teacher training and curriculum development.
Negotiating epistemic authority in AI-assisted lesson planning: a multiple-case study of preservice mathematics teachers Frontiers
