Exploring the use of ChatGPT in lesson preparation by pre-service middle school mathematics teachers: Opportunities and challenges

다국어 초록 (Multilingual Abstract)

This study investigates the use of ChatGPT as a tool by fourth-year pre-service middle school mathematics teachers in preparing instructional materials for mathematics lessons.
The study’s primary aim is to explore how pre-service teachers utilize ChatGPT to enhance lesson content, develop diverse teaching strategies, and engage students in mathematical concepts. Conducted with a sample of 49 pre-service teachers enrolled in a mathematics teacher education program, the research employs qualitative data collection methods, including observations of lesson activity presentations, semi-structured interviews, and documentation using student assignments. The data were analyzed thematically, with coding used to identify recurring themes and patterns regarding the effectiveness and challenges of ChatGPT as a teaching aid in mathematics. Key findings reveal that pre- service teachers leverage ChatGPT to generate varied instructional materials, offer detailed problem-solving explanations, and adapt content for different student learning needs.
However, they also encounter challenges in ensuring the reliability of AI-generated content and maintaining interactive student engagement. The study underscores the potential benefits and limitations of ChatGPT in supporting pre-service teachers in lesson preparation while highlighting the need for critical evaluation skills when integrating AI tools into educational practice. This research contributes to the growing body of knowledge on AI in education by offering insights into how future mathematics educators perceive and apply AI technologies to foster creativity, enhance instructional quality, and support student learning.