A Comparative Case Study of Evolving Identities

This chapter explores how GenAI reshapes BSEd-Mathematics students' mathematical identity and ownership reasoning. Operating at the intersection of self-belief and AI-mediated cognition, this qualitative comparative case study analyzes student narratives based on contrasting GenAI usage styles. The findings reveal that while students view GenAI as a capable yet imperfect “second teacher,” its psychological impact depends on individual metacognitive control. Vulnerable users risk cognitive offloading, volatile confidence, and inadequacy. Conversely, resilient students preserve their math self-concept through textbook mastery and exam accountability. Professional agency is demonstrated through human-first sequencing and strict validation protocols. Ultimately, modern mathematics practitioner is defined not by rote calculation, but by higher-order capacities of structural auditing and pedagogical agency.