From Challenge to Opportunity: Critical Use of GenAI in Mathematical Foundations for Architecture Students

This paper presents an exploratory teaching experience integrating Generative AI (GenAI) into mathematical foundations courses for architecture students. The intervention transformed GenAI from a perceived threat into a pedagogical opportunity through a "discuss the screen" methodology implemented across four sessions during a semester. Students developed critical thinking skills by comparing their solutions with GenAI outputs, addressing four pedagogical dimensions: disciplinary (improving mathematical understanding), digital (promoting conscious GenAI use), andragogical (enhancing motivation), and metacognitive (developing transversal reflection skills). Observations from final exams and classroom interactions suggest increased metacognitive awareness, evidenced by more explanatory comments and sustained engagement. This exploratory experience demonstrates how thoughtful integration of GenAI can enhance relational understanding of mathematics while developing critical thinking competencies, offering initial insights that warrant further systematic investigation.