From Digital Tools to Pedagogical Instruments: GenAI in Primary Mathematics Teaching A Case Study of Chinese Primary School Teachers’ Use of GenAI for Course Planning and Implementing AI-Generated Materials in the Classroom

Abstract

Purpose: The aim of this study is to explore how primary school mathematics teachers in China use, adapt, and respond to GenAI tools during course planning, and how they perceive the pedagogical benefits and challenges of implementing AI-generated materials in classroom instruction. This study focuses on how their interaction with GenAI tools reflects shifts in pedagogical thinking, particularly in the transition from personal exploration to professional adaptation in course design and teacher-led instruction. The purpose of this study is to provide contextual insights into how teachers make sense of GenAI tools and interpret the pedagogical possibilities and limitations of GenAI. Theory: This study employs the theoretical framework of double instrumental genesis and draw on the theoretical concept of pedagogical affordance. While the framework of double instrumental genesis captures the transition from personal to professional use of technology by teachers, the concept of pedagogical affordance offers insights into how educational opportunities are perceived, interpreted, and enacted in practice. Method: This study adopts a qualitative case study design. It employs an abductive reasoning approach that iteratively moves between empirical data and theoretical frameworks.The primary data source comprises semi-structured interviews, which provide rich insights into teachers’ perspectives and practices. Thematic analysis identifies key patterns and themes related to the evolving roles of AI in pedagogical processes. Results: This study revealed that primary school mathematics teachers in China gradually shifted from using GenAI for basic tasks to engaging with it as a pedagogical partner in course planning. Through iterative prompting and reflection, teachers moved from personal to emerging professional instrumental genesis, designing student-centered materials that supported conceptual understanding and mathematical thinking. In classroom instruction, the integration of AI-generated content with tools like interactive whiteboards enhanced student engagement, visual accessibility, and formative assessment opportunities. While challenges around curriculum coherence and alignment persisted, teachers demonstrated increasing agency in adapting GenAI tools to their instructional goals.