Designing AI Peers for Collaborative Mathematical Problem Solving with Middle School Students: A Participatory Design Study
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arXiv
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| Main Authors: | , , , , , , , |
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| Format: | Preprint |
| Published: |
2026
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| _version_ | 1866917230032191488 |
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| author | Lyu, Wenhan Wang, Yimeng Yue, Murong Sun, Yifan Suh, Jennifer Kier, Meredith Yao, Ziyu Zhang, Yixuan |
| author_facet | Lyu, Wenhan Wang, Yimeng Yue, Murong Sun, Yifan Suh, Jennifer Kier, Meredith Yao, Ziyu Zhang, Yixuan |
| contents | Collaborative problem solving (CPS) is a fundamental practice in middle-school mathematics education; however, student groups frequently stall or struggle without ongoing teacher support. Recent work has explored how Generative AI tools can be designed to support one-on-one tutoring, but little is known about how AI can be designed as peer learning partners in collaborative learning contexts. We conducted a participatory design study with 24 middle school students, who first engaged in mathematics CPS tasks with AI peers in a technology probe, and then collaboratively designed their ideal AI peer. Our findings reveal that students envision an AI peer as competent in mathematics yet explicitly deferential, providing progressive scaffolds such as hints and checks under clear student control. Students preferred a tone of friendly expertise over exaggerated personas. We also discuss design recommendations and implications for AI peers in middle school mathematics CPS. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2601_17962 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Designing AI Peers for Collaborative Mathematical Problem Solving with Middle School Students: A Participatory Design Study Lyu, Wenhan Wang, Yimeng Yue, Murong Sun, Yifan Suh, Jennifer Kier, Meredith Yao, Ziyu Zhang, Yixuan Human-Computer Interaction Collaborative problem solving (CPS) is a fundamental practice in middle-school mathematics education; however, student groups frequently stall or struggle without ongoing teacher support. Recent work has explored how Generative AI tools can be designed to support one-on-one tutoring, but little is known about how AI can be designed as peer learning partners in collaborative learning contexts. We conducted a participatory design study with 24 middle school students, who first engaged in mathematics CPS tasks with AI peers in a technology probe, and then collaboratively designed their ideal AI peer. Our findings reveal that students envision an AI peer as competent in mathematics yet explicitly deferential, providing progressive scaffolds such as hints and checks under clear student control. Students preferred a tone of friendly expertise over exaggerated personas. We also discuss design recommendations and implications for AI peers in middle school mathematics CPS. |
| title | Designing AI Peers for Collaborative Mathematical Problem Solving with Middle School Students: A Participatory Design Study |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2601.17962 |