Generative AI in mathematics education: pre-service teachers’ knowledge and implications for their professional development

Incorporating technologies with Generative Artificial Intelligence (GenAI) into education requires a shift in teaching methodologies. However, little is known about how pre-service teachers perceive the relevance and challenges of this incorporation, particularly in mathematics education. This study investigates pre-service teachers' interactions with GenAI, addressing the relevance and challenges of integrating it in mathematics teaching and discussing possible implications for their knowledge and professional development. Specifically, it intends to understand: How does the pre-service teachers' interaction with GenAI during the design and implementation of teaching activities relate to their professional knowledge? And how does this relation impact the relevance they ascribe to GenAI? In this qualitative and interpretative study, involving seven pre-service mathematics teachers, we analyse the interplay between participants' knowledge and use of a GenAI (in this case, ChatGPT), guided by KTMT - Knowledge for Teaching Mathematics with Technology model. The main conclusions revealed a landscape characterised by promise and challenge, where GenAI can be a valuable educational tool when used to facilitate discussion and promote critical thinking, highlighting the relevance and development of KTMT. The ability to evaluate and reflect on AI-generated responses can promote professional development, preparing pre-service teachers for an increasing presence of technology in educational environments.