The planning and implementation of AI-generated rich tasks in primary mathematics classrooms

Catherine Attard; Caitlin Cole

The planning and implementation of AI-generated rich tasks in primary mathematics classrooms

Catherine Attard
, Caitlin Cole

School of Education

Research output: Chapter in Book / Conference Paper › Conference Paper › peer-review

Abstract

This paper examines how three Australian primary teachers used generative AI to
design and implement rich mathematical tasks. Drawing on multiple data sources
analysed using three theoretical lenses, findings indicate that while generative AI
expanded planning possibilities, the richness of tasks depended on teacher enactment rather than AI output. Teachers with deeper mathematical knowledge for teaching crafted more intentional prompts, critically evaluated outputs, and adapted tasks responsively, positioning professional knowledge as decisive in whether AI-supported task design enhances or constrains meaningful mathematical learning.

Original language	English
Title of host publication	Beyond Boundaries: Strengthening Futures in Mathematics Education: Proceedings of the 48th Annual Conference of the Mathematics Education Research Group of Australasia, 6-10 July, 2025, Parramatta, NSW
Editors	Nathan Berger, Matt Thompson, John Ley, Cristi Wilsmore
Place of Publication	Adelaide, S.A.
Publisher	Mathematics Education Research Group of Australasia
Pages	42-49
Number of pages	8
ISBN (Electronic)	9781920846374
Publication status	Published - 2026
Event	Mathematics Education Research Group of Australasia. Conference - Parramatta, Australia Duration: 6 Jul 2025 → 10 Jul 2025 Conference number: 48th

Conference

Conference	Mathematics Education Research Group of Australasia. Conference
Abbreviated title	MERGA
Country/Territory	Australia
City	Parramatta
Period	6/07/25 → 10/07/25

Keywords

Generative AI
mathematics (primary)
Mathematics Rich Tasks
GenAI
Artificial intelligence (AI)

Cite this

Attard, C., & Cole, C. (2026). The planning and implementation of AI-generated rich tasks in primary mathematics classrooms. In N. Berger, M. Thompson, J. Ley, & C. Wilsmore (Eds.), Beyond Boundaries: Strengthening Futures in Mathematics Education: Proceedings of the 48th Annual Conference of the Mathematics Education Research Group of Australasia, 6-10 July, 2025, Parramatta, NSW (pp. 42-49). Mathematics Education Research Group of Australasia.

Attard, Catherine ; Cole, Caitlin. / The planning and implementation of AI-generated rich tasks in primary mathematics classrooms. Beyond Boundaries: Strengthening Futures in Mathematics Education: Proceedings of the 48th Annual Conference of the Mathematics Education Research Group of Australasia, 6-10 July, 2025, Parramatta, NSW. editor / Nathan Berger ; Matt Thompson ; John Ley ; Cristi Wilsmore. Adelaide, S.A. : Mathematics Education Research Group of Australasia, 2026. pp. 42-49

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abstract = "This paper examines how three Australian primary teachers used generative AI to design and implement rich mathematical tasks. Drawing on multiple data sources analysed using three theoretical lenses, findings indicate that while generative AI expanded planning possibilities, the richness of tasks depended on teacher enactment rather than AI output. Teachers with deeper mathematical knowledge for teaching crafted more intentional prompts, critically evaluated outputs, and adapted tasks responsively, positioning professional knowledge as decisive in whether AI-supported task design enhances or constrains meaningful mathematical learning. ",

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author = "Catherine Attard and Caitlin Cole",

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booktitle = "Beyond Boundaries: Strengthening Futures in Mathematics Education: Proceedings of the 48th Annual Conference of the Mathematics Education Research Group of Australasia, 6-10 July, 2025, Parramatta, NSW",

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Attard, C & Cole, C 2026, The planning and implementation of AI-generated rich tasks in primary mathematics classrooms. in N Berger, M Thompson, J Ley & C Wilsmore (eds), Beyond Boundaries: Strengthening Futures in Mathematics Education: Proceedings of the 48th Annual Conference of the Mathematics Education Research Group of Australasia, 6-10 July, 2025, Parramatta, NSW. Mathematics Education Research Group of Australasia, Adelaide, S.A., pp. 42-49, Mathematics Education Research Group of Australasia. Conference, Parramatta, New South Wales, Australia, 6/07/25.

The planning and implementation of AI-generated rich tasks in primary mathematics classrooms. / Attard, Catherine; Cole, Caitlin.
Beyond Boundaries: Strengthening Futures in Mathematics Education: Proceedings of the 48th Annual Conference of the Mathematics Education Research Group of Australasia, 6-10 July, 2025, Parramatta, NSW. ed. / Nathan Berger; Matt Thompson; John Ley; Cristi Wilsmore. Adelaide, S.A.: Mathematics Education Research Group of Australasia, 2026. p. 42-49.

Research output: Chapter in Book / Conference Paper › Conference Paper › peer-review

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AB - This paper examines how three Australian primary teachers used generative AI to design and implement rich mathematical tasks. Drawing on multiple data sources analysed using three theoretical lenses, findings indicate that while generative AI expanded planning possibilities, the richness of tasks depended on teacher enactment rather than AI output. Teachers with deeper mathematical knowledge for teaching crafted more intentional prompts, critically evaluated outputs, and adapted tasks responsively, positioning professional knowledge as decisive in whether AI-supported task design enhances or constrains meaningful mathematical learning.

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Attard C, Cole C. The planning and implementation of AI-generated rich tasks in primary mathematics classrooms. In Berger N, Thompson M, Ley J, Wilsmore C, editors, Beyond Boundaries: Strengthening Futures in Mathematics Education: Proceedings of the 48th Annual Conference of the Mathematics Education Research Group of Australasia, 6-10 July, 2025, Parramatta, NSW. Adelaide, S.A.: Mathematics Education Research Group of Australasia. 2026. p. 42-49

The planning and implementation of AI-generated rich tasks in primary mathematics classrooms

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