PME-NA

Leveraging ChatGPT for Mathematical Task Design: A Case of Two Elementary Preservice Teachers

• In Event: Leveraging ChatGPT for Mathematical Task Design: A Case of Two Elementary Preservice Teachers

Description

Despite research illuminating the possible advantages of using generative Artificial Intelligence (AI) tools, like ChatGPT, in mathematics teacher education, there are still risks and ethical concerns associated with these tools, which require educators’ critical assessments of AI-generated outputs. To understand how to prepare preservice teachers’ (PTs’) effective and ethical use of AI tools in designing and revising mathematical tasks, in this paper, we asked two elementary PTs to use ChatGPT to generate and revise a mathematical task around comparing fractions. By reflecting on the iterative process of designing a mathematical task, PTs build on their experiences and needs and consider characteristics of tasks that support English Language Learners and include visualizations. This study provides insights into the necessary knowledge PTs put into practice to make sense of and prompt ChatGPT for high-quality tasks.

Authors

• Mahtob Aqazade, Illinois State University

• Sebnem Atabas, University of Saint Joseph

• Matthew MAUNTEL, University of New Hampshire