Abstract
Artificial intelligence is increasingly promoted in education, often without clear
evidence that it improves learning. In this reflection, we explain why we are wary of AI, drawing
on our experiences with machine learning, AI tutoring tools, and students’ attempts to use AI for
mathematics. We share a precalculus activity in which students compare ChatGPT’s incorrect
calculation of a square root with a calculator’s accurate result, then repeatedly challenge the AI to
correct and explain its work. The activity helps students see AI’s limitations firsthand. We
encourage mathematics teachers to question AI’s educational value and help students develop
healthy skepticism.
Keywords:
- AI
- Mathematics Education
How to Cite:
Carpenter, E., & Neihaus, A. (2026). We are Wary: Reflections on AI in education and demonstrating its shortcomings to students. Journal for Kansas Mathematics Teachers, 1, 14-19.
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Published on
21 October 2026
Peer Reviewed