This session aims brings a generational perspective of mathematics learning in the elementary classroom. The goal of the session is to explore and extrapolate how mathematical thinking of an elementary teacher candidate changed after taking a mathematics pedagogy course. The teacher candidate will explain activities they engaged in during the course which expanded their views of what mathematics can be in a classroom and reflect on personal narratives about their changing ideas comparing how math is and can be taught. The session will share ideas for re-humanizing mathematics as a subject within the elementary classroom.
This session examines Interactive Notebooks (INBs) as a multimodal, personalized learning tool that blends course content with student-generated sketches and reflections. INBs promote engagement, organization, and retention while modeling scaffolded, active learning for preservice teachers (PSTs). Participants will explore classroom examples and strategies for integrating paper and digital formats across disciplines.
This study used a survey research design to examine K–12 in-service teachers’ practices and perceptions regarding the use of artificial intelligence (AI) in education. Data were collected from 202 teachers between May 2024 and December 2025 to explore teachers’ AI use, perceived benefits and challenges, and professional learning needs. Findings indicate that AI use remains in an early adoption stage and is not yet consistently integrated into daily teaching practice. Teachers primarily used AI to improve efficiency through lesson planning, content generation, assessments, and instructional support. Commonly used tools included ChatGPT and MagicSchool AI, reflecting teachers’ preference for accessible and practical platforms. Teachers also reported actively reviewing and adapting AI-generated content to align with instructional goals and student needs, suggesting that AI functions as a support tool rather than a replacement for teacher judgment. While some educators explored AI for differentiation and personalized learning, more transformative and student-centered uses remained limited. The findings suggest important implications for teacher education and professional development programs, emphasizing the need for ongoing support that promotes ethical, pedagogically meaningful, and student-centered AI integration.
