Modelling gender bias in generative AI: From research to classrooms

This paper explores the integration of technology and mathematics education, focusing on how research on bias in AI can be incorporated into lower secondary school mathematics. The study addresses the challenge of staying true to original research while adhering to curricular guidelines when teaching students to critically engage with digital technologies. Using the KOM-framework, we investigate how the modelling competency can be applied to analyse and adapt the work of researchers on algorithmic bias to fit into the existing curriculum. We show that the KOM-framework can aid identifying modelling processes that can be replicated by students and in identifying elements that need to be simplified or omitted to adhere to the curriculum.