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Intell."],"abstract":"<jats:p>Developing pre-service mathematics teachers\u2019 ability to understand students\u2019 mathematical thinking and anticipate students\u2019 difficulties remains a challenge in teacher education. This exploratory mixed-methods study involved 21 pre-service mathematics teachers in a six-week AI-supported mathematical task design module. The study combined pre\u2013post assessment, fuzzy-set Qualitative Comparative Analysis (fsQCA), and qualitative analysis of participants\u2019 AI interactions and reflections. The key findings were as follows: (1) Participants showed significantly higher post-test scores in overall diagnostic thinking and in perception, interpretation, and judgement than at pre-test. (2) The configurational analysis identified a comparatively stable pattern associated with high post-intervention diagnostic thinking, combining lower initial diagnostic thinking with high AI acceptance and high prompting knowledge density. (3) Qualitative evidence further showed that AI served as an interactive resource for exploring mathematical and pedagogical considerations, evaluating generated suggestions, and revising task designs. Exploratory comparisons suggested that AI use could range from broader knowledge-oriented support to more selective verification and refinement. The findings highlight the heterogeneous nature of AI-supported professional learning and underscore the importance of critical evaluation and professional agency in teacher\u2013AI collaboration.<\/jats:p>","DOI":"10.3390\/jintelligence14090227","type":"journal-article","created":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T11:05:53Z","timestamp":1789988753000},"page":"227","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Exploring Pre-Service Mathematics Teachers\u2019 Diagnostic Thinking During AI-Supported Task Design: A Configurational Mixed-Methods Pilot Study"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9777-0105","authenticated-orcid":false,"given":"Chunxia","family":"Qi","sequence":"first","affiliation":[{"name":"Faculty of Education, Beijing Normal University, Beijing 100875, China"}],"role":[{"vocabulary":"crossref","role":"author"},{"role":"conceptualization","vocabulary":"credit"},{"role":"methodology","vocabulary":"credit"},{"role":"validation","vocabulary":"credit"},{"role":"investigation","vocabulary":"credit"},{"role":"resources","vocabulary":"credit"},{"role":"writing-original-draft","vocabulary":"credit"},{"role":"writing-review-editing","vocabulary":"credit"},{"role":"supervision","vocabulary":"credit"},{"role":"project-administration","vocabulary":"credit"},{"role":"funding-acquisition","vocabulary":"credit"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-7684-5477","authenticated-orcid":false,"given":"Jingyu","family":"Lin","sequence":"additional","affiliation":[{"name":"Faculty of Education, Beijing Normal University, Beijing 100875, China"}],"role":[{"vocabulary":"crossref","role":"author"},{"role":"conceptualization","vocabulary":"credit"},{"role":"methodology","vocabulary":"credit"},{"role":"software","vocabulary":"credit"},{"role":"validation","vocabulary":"credit"},{"role":"formal-analysis","vocabulary":"credit"},{"role":"investigation","vocabulary":"credit"},{"role":"resources","vocabulary":"credit"},{"role":"data-curation","vocabulary":"credit"},{"role":"writing-original-draft","vocabulary":"credit"},{"role":"writing-review-editing","vocabulary":"credit"},{"role":"visualization","vocabulary":"credit"},{"role":"supervision","vocabulary":"credit"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-3788-3145","authenticated-orcid":false,"given":"Leyao","family":"Wen","sequence":"additional","affiliation":[{"name":"Faculty of Education, Beijing Normal University, Beijing 100875, China"}],"role":[{"vocabulary":"crossref","role":"author"},{"role":"formal-analysis","vocabulary":"credit"},{"role":"data-curation","vocabulary":"credit"},{"role":"writing-original-draft","vocabulary":"credit"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8091-5993","authenticated-orcid":false,"given":"Qi","family":"Huang","sequence":"additional","affiliation":[{"name":"College of Education, Purdue University, West Lafayette, IN 47907, USA"}],"role":[{"vocabulary":"crossref","role":"author"},{"role":"validation","vocabulary":"credit"},{"role":"writing-review-editing","vocabulary":"credit"},{"role":"supervision","vocabulary":"credit"}]}],"member":"1968","published-online":{"date-parts":[[2026,9,20]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"1197","DOI":"10.1007\/s11858-024-01636-1","article-title":"The professional practice of designing tasks: How do pre-service early childhood teachers promote mathematical processes in early algebra?","volume":"56","author":"Alsina","year":"2024","journal-title":"ZDM\u2014Mathematics Education"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"371","DOI":"10.1080\/01626620.2015.1119764","article-title":"Analyzing preservice mathematics teachers\u2019 professional noticing","volume":"38","author":"Amador","year":"2016","journal-title":"Action in Teacher Education"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"133","DOI":"10.3102\/0002831209345157","article-title":"Teachers\u2019 mathematical knowledge, cognitive activation in the classroom, and student progress","volume":"47","author":"Baumert","year":"2010","journal-title":"American Educational Research Journal"},{"key":"ref_4","doi-asserted-by":"crossref","unstructured":"Besimi, N., Besimi, A., and \u00c7i\u00e7o, B. 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