Abstract:

Many educators are experimenting with generative AI tools to automate lesson planning and presentation design, hoping to save time and enhance instruction. This paper reflects on an attempt to have an AI produce a mathematics education presentation and the surprising amount of expert guidance and iteration required to make it usable. We describe the process a teacher followed to generate a slide deck using an AI assistant, highlighting how multiple refinement cycles and pedagogical expertise were needed to align the content with effective teaching practices. The case illustrates that, contrary to the notion of AI as a shortcut, successful use of AI in lesson design can be labor-intensive and deeply human-centered. We discuss the challenges encountered – from generic outputs to factual inaccuracies – and the pivotal role of the teacher in steering the AI, maintaining authenticity, and ensuring the final product meets learners’ needs. The experience offers practical insights into the collaborative potential of AI and educators, emphasizing transparency and teacher ownership as key to integrating AI into teaching practice responsibly.

Keywords:

Artificial Intelligence, Iterative Process, Mathematics Education, Teacher Expertise, Prompt Refinement, Group Work, STEM Instruction.