Texas A&M University researchers have launched a five-year, $2 million project funded by the National Science Foundation to explore how artificial intelligence can strengthen the preparation of future math teachers. The initiative aims to foster more flexible and creative approaches to teaching mathematics across eight geographically diverse universities serving both rural and urban communities.
Dr. Ali Bicer, an associate professor in the Department of Teaching, Learning and Culture, leads the project. Bicer noted that many pre-service teachers can perform calculations but struggle to explain the underlying concepts or accommodate different student approaches. The project seeks to address this by developing an AI-guided professional learning system designed to supplement traditional teacher preparation.
More than 900 pre-service teachers are expected to participate in the study. The researchers plan to develop 30 AI-guided modules focused on topics such as fractions and proportional reasoning. The system is designed to act as a cognitive partner, using adaptive questions and feedback rather than simply indicating whether an answer is correct.
Bicer stated that the goal is not to replace teachers’ thinking but to provoke and deepen it. “We’re not really interested in using AI to replace teachers’ thinking,” Bicer said. “We’re interested in using AI to provoke and deepen teachers’ thinking.”
The project addresses a persistent shortage of well-prepared math teachers in the United States, particularly in rural and high-need communities. Bicer said the project could help strengthen the pipeline by making high-quality teacher preparation more accessible and scalable. A key focus is mathematical creativity, defined as the ability to approach math flexibly by generating different solutions, using different representations, and recognizing patterns.
