Responsible Integration of Artificial Intelligence into Pedagogies of Practice in Mathematics Teacher Education

Abstract

This research commentary explores the responsible integration of AI into the three pedagogies of practice: representations, decompositions, and approximations of practice in mathematics teacher education. We examine how AI can enhance these pedagogies by personalizing learning, scaling access, and supporting teacher development, while also attending to ethical concerns. Through illustrative examples, we show how AI can generate and analyze teaching artifacts, scaffold practice, and offer feedback. We emphasize the need for equity-oriented, research-informed approaches to ensure AI serves as a tool for professional learning rather than surveillance, standardization, or the spreading of misinformation. We conclude with design considerations for ethical, inclusive, and impactful use of AI in pedagogies of practice.