Open Mathematical Tasks as a Didactic Response to Generative Artificial Intelligence in Post-AI Contexts

• URL: http://arxiv.org/abs/2602.09242v1
• Date: Mon, 09 Feb 2026 22:16:04 GMT
• Title: Open Mathematical Tasks as a Didactic Response to Generative Artificial Intelligence in Post-AI Contexts
• Authors: Felix De la Cruz Serrano,
• Abstract summary: This study analyzes a secondary school classroom experience in which open mathematical tasks are implemented as a didactic response to this scenario.<n>The analysis is structured around four analytical axes: open task design in post-AI contexts, students' mathematical agency, human-AI complementarity, and modeling and validation practices.
• Score: 0.0
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: The widespread availability of generative artificial intelligence tools poses new challenges for school mathematics education, particularly regarding the formative role of traditional mathematical tasks. In post-AI educational contexts, many activities can be solved automatically, without engaging students in interpretation, decision-making, or mathematical validation processes. This study analyzes a secondary school classroom experience in which open mathematical tasks are implemented as a didactic response to this scenario, aiming to sustain students' mathematical activity. Adopting a qualitative and descriptive-interpretative approach, the study examines the forms of mathematical work that emerge during task resolution, mediated by the didactic regulation device COMPAS. The analysis is structured around four analytical axes: open task design in post-AI contexts, students' mathematical agency, human-AI complementarity, and modeling and validation practices. The findings suggest that, under explicit didactic regulation, students retain epistemic control over mathematical activity, even in the presence of generative artificial intelligence.

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