{"id":111,"date":"2026-04-29T23:43:31","date_gmt":"2026-04-30T03:43:31","guid":{"rendered":"https:\/\/cohort21.com\/susanmatthews\/?p=111"},"modified":"2026-05-01T11:57:22","modified_gmt":"2026-05-01T15:57:22","slug":"students-as-partners-my-journey-with-ai-in-math-education","status":"publish","type":"post","link":"https:\/\/cohort21.com\/susanmatthews\/2026\/04\/29\/students-as-partners-my-journey-with-ai-in-math-education\/","title":{"rendered":"Students as Partners: My Journey with AI in Math Education"},"content":{"rendered":"

Students as Partners:<\/h1>\n

My Journey with AI in Math Education\"\"<\/a><\/h1>\n

How an open-ended question, student skepticism, and a willingness to learn alongside my students transformed my teaching practice.<\/b><\/p>\n

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The Beginning: A Question Worth Asking<\/h2>\n

When I started the Cohort 21 Action Plan journey, I had a clear vision: “How might we use AI as a learning partner in math?”<\/i><\/p>\n

I imagined my Grade 7 students turning to Google Gemini for their math questions, getting feedback on their thinking, reviewing concepts, and tackling assignments with an always-available AI tutor at their fingertips. It seemed logical, innovative, and exactly what 21st-century math learning should look like.<\/p>\n

I was confident. I had a plan. What I didn’t have was what my students would actually tell me.<\/p>\n

When Students Push Back<\/h2>\n

The first hint that my grand vision needed revision came when I listened to my students. They had concerns\u2014real ones:<\/p>\n