How Utilizing Generative AI When Addressing Pedagogical and Mathematical Events Contributes to Mathematics Teacher Educators’ TPACK (Technological Pedagogical Content Knowledge)
DOI:
https://doi.org/10.46328/ijemst.4928Keywords:
Artificial Intelligence, ChatGPT, TPACK, Mathematics Teacher Educators, Pedagogical DevelopmentAbstract
This study examines the contribution that generative AI (ChatGPT) can make to the TPACK (Technological Pedagogical Content Knowledge) of mathematics teacher educators (MTEs) when addressing pedagogical and mathematical events. The study involved 15 experienced MTEs who were tasked with planning training sessions for elementary school teachers. The MTEs were asked to formulate pedagogical and mathematical issues they wished to address using ChatGPT. The process was documented and analyzed to identify key themes in the MTEs’ prompts and the responses received from ChatGPT. The findings reveal the challenges MTEs face with respect to pedagogical issues (adapting new teaching methods, managing classroom/session time, motivating veteran teachers to engage with new teaching approaches, etc.) and with respect to issues regarding mathematics instruction (teaching abstract topics, operations on the number line, dividing fractions, etc.). The results showed that ChatGPT provided creative solutions and diverse strategies to overcome such challenges, thus highlighting the value of integrating AI into teaching practices as a tool to enhance the quality of teacher training.
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