Using Generative AI to develop maths tasks with a focus on social justice perspectives

This paper reports on the use of ChatGPT to develop Social Justice Mathematics (SJM) tasks for year 5 and 6 students. Two educators engaged in an iterative prompting process, drawing on a task design framework. Findings indicate that while ChatGPT can produce tasks situated in authentic, equity-oriented contexts, outputs frequently described mathematical activity rather than operationalising it. This requires teachers to apply their pedagogical content knowledge to evaluate and re-direct AI generated content. The SJM task framework proved useful both as a prompt structure and as an evaluative lens for teachers to use for designing authentic social justice-based tasks.