Preservice Teachers’ Lesson Study Insights: Using ChatGPT to Help Multilingual Learners Comprehend Mathematical Story Problems

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 2
  In Roundtable Session: Expanding the Boundaries of Lesson Study: Innovation, Equity, and Community in STEM Education

Abstract

This study explores how elementary preservice teachers (PSTs) used ChatGPT to revise mathematical story problems to support multilingual learners. Guided by sociocultural learning theory and implemented through Lesson Study, PSTs collaborated to adapt a fourth-grade fraction problem for students with varied English proficiency levels. Data included PSTs’ reflections and ChatGPT transcripts from 25 PSTs. Findings revealed that PSTs developed greater awareness of language demands, integrated scaffolds, and became more critical users of GenAI. The study highlights how reflection and practice-based inquiry support the design of linguistically accessible mathematics problems and developing digital literacy. Implications underscore the importance of preparing PSTs to critically engage with AI tools and emphasize the role of interdisciplinary collaboration in designing such lessons for PSTs.

Authors

• Sheida Moghtader Eslami, University of Florida

• Kayla Sutcliffe, University of Florida

• Melissa M. Soto, University of Florida

• Kristen Apraiz, University of Florida

• Aimaral Tabarak, University of Florida

• Ri Ayat Ainul Bashirah, University of Florida

• Hongze Zhu, University of Florida

• Hong Zhang, University of Florida