Story problems and Artificial Intelligence for inclusive design in mathematics: a study with Italian prospective special education teachers

We present the results of a study involving 175 Italian prospective secondary school special education teachers. Participants were engaged in a Workshop and were asked to design inclusive striped problems, that is, mathematical story-problems obtained by combining Zan’s Context and Question (C&Q) model with the principles of Universal Design for Learning (UDL). Participants worked on design activities in small groups with and without ChatGPT support. The aim of the research is to investigate the influence of the Workshop on the participants’ idea of inclusive mathematics and inclusive mathematics teaching, and to understand the support – positive or negative – offered by ChatGPT in designing inclusive learning activities in mathematics. The results of a qualitative analysis show how the training of special education teachers, as designers of inclusive teaching activities, is crucial to promoting inclusive mathematics education. The Workshop influenced the participants’ view of the discipline and its teaching from an inclusive perspective. Artificial Intelligence was seen by participants as a tool that can facilitate the work of the special education teacher and a useful starting point for inclusive design. However, participants emphasize the generalist character of the feedback offered by ChatGPT and how the mediation and experience of the teacher is always necessary.