One of the biggest limitations of GenAI, especially in math, is how easy it is for it to take away the struggle that students actually need in order to learn. Math isn’t just about getting the right answer, it’s about working through confusion, making mistakes, and figuring out why something doesn’t work. AI tools are really good at giving fast and confident answers, which can be tempting for students who are stuck or stressed. When sstudents use AI as a shortcut, they get the answer without the thinking, which doesn’t help them in the long run. There’s also the issue that AI isn’t always perfect. It can give you the wrong answer, skip steps or explain things in a way that sounds right but isn’t actually solid math, which is risky at the senior level. Especially if you are already confused.
That being said I don’t think GenAI has no place in Grade 11 or 12 math. I actually think it could be really useful if it’s framed properly. One idea I liked from the Edutopia article was using AI to support productive struggle instead of eliminating it. For example, students could try a problem first, then use AI to check where their thinking went wrong or ask for a hint rather than a full solution.
In a senior math classroom I could see GenAI being used in really specific ways. Students could use it to get feedback on their own written solutions, ask for alternative methods after solving a problem, or generate extra practice questions at different difficulty levels when studying. It could also help students who are stuck rephrase a question or break a complex problem into smaller steps. I wouldn’t want AI to replace teacher instruction or problem-solving time, but used intentionally and with clear expectations, it could act as a support tool that increases confidence and engagement without removing the struggle that makes math learning meaningful.
Here is a video on an effective way to use AI in a math class!