Structure AI training as a preparatory phase followed by practical progression from guided to autonomous exploration culminating in critical reflection¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review found training generally comprised a preparatory phase followed by a practical phase, "progressing from guided to autonomous exploration of AI tools and culminating in critical reflection on the developed product". The conclusion recommends a training approach following this progression, with the preparatory phase integrating AI concepts, mathematical content understanding, prompt engineering, and ethical implications of AI use.

Design Implications¶

Context¶

Requirements¶

• A preparatory phase prior to engagement with AI tools, integrating AI concepts, prior understanding of mathematical content, prompt engineering, and the ethical implications of AI use

Constraints¶

• Critical reflection is a component of some but not all interventions in the reviewed studies; ethical considerations were explicitly addressed in only three studies

Target Learners¶

• Pre-service primary school teachers in mathematics teacher training

Target Learning Goals¶

• Intentional interaction with AI tools
• critical reflection on AI-produced products

Claims¶

• In most included studies, AI tool use is preceded by a preparatory phase, but its configuration varies between technology-first and content-first approaches [+W]

Related Strategies¶

• A three-part goal-setting roadmap: collaborate on goals, establish autonomous activities, and check in regularly

Examples¶

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Key Sources¶

• Pinto F, Rodrigues RN, Brito-Costa S, Costa C, Gonçalves S, Pires NA and Martins F (2026) Artificial intelligence in initial teacher training for pre-service primary school teachers in mathematics: a systematic review. Front. Educ. 11:1934366. https://doi.org/10.3389/feduc.2026.1934366