Learning to Craft and Critically Evaluate Prompts: The Role of Generative AI (ChatGPT) in Enhancing Pre-service Mathematics Teachers' TPACK and Problem-Posing Skills
DOI:
https://doi.org/10.46328/ijemst.4654Keywords:
Problem-posing, Generative AI, ChatGPT, TPACK, Pre-service high school mathematics teachersAbstract
The use of generative AI (Chat GPT) for the process of posing mathematical problems was introduced to 15 pre-service teachers (henceforth referred to as "teachers") in a re-training program aimed at teaching advanced secondary school mathematics. After solving mathematical problems, they were given an assignment to pose and refine additional problems in accordance with the curriculum requirements by giving "prompts" to the AI environment and refining them as needed. In this paper, we focus on the qualitative analysis of three key stages experienced by the teachers: writing the initial prompt to request assistance from ChatGPT to improve the problem; the response provided by ChatGPT; and the teachers' reflections on how they utilized ChatGPT's recommendations to update and refine their problem. This analysis reveals that the chat's responses and the teachers' reactions to them made several key contributions to improving mathematical problems, particularly by enhancing the clarity of the problem and increasing its challenge and complexity. Additionally, it improved mathematical precision and showed how it could be linked to real-world applications, thereby increasing student engagement. The chat also encouraged inquiry-based thinking and provided guidance for helping struggling students. Overall, these contributions significantly enhanced the quality of the mathematical problems and improved their TPACK (theoretical, pedagogical, and content knowledge).Downloads
Published
Issue
Section
License
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the journal, the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
