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The Contribution That Utilizing Generative AI for Problem Posing Makes to Pre-Service High School Mathematics Teachers' TPACK

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Title: The Contribution That Utilizing Generative AI for Problem Posing Makes to Pre-Service High School Mathematics Teachers' TPACK
Language: English
Authors: Ruti Segal (ORCID 0000-0001-7904-8055), Yaniv Biton (ORCID 0000-0003-2329-8877)
Source: International Journal of Education in Mathematics, Science and Technology. 2024 12(6):1559-1582.
Availability: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Likert Scales, Secondary School Students, Advanced Courses, Mathematics Instruction, Artificial Intelligence, Computer Software, Educational Objectives, Preservice Teachers, Teacher Education Programs, Mathematics Teachers, Problem Solving, Technology Integration, Career Change, Distance Education, Student Attitudes, Cues
ISSN: 2147-611X
Abstract: Fifteen pre-service mathematics teachers studying in a teachers college participated in a unique program entitled "From high-tech to teaching" as part of a specialization program for teaching advanced secondary school mathematics. During the course, they solved various mathematical problems and then were asked to pose additional problems and upgrade them to meet precise educational goals by furnishing "prompts" to a generative AI environment (ChatGPT) and refining them as necessary according to predefined steps. To understand how this process contributed to the pre-service teachers' body of technological, pedagogical, and content knowledge (TPACK), they were asked to respond to a questionnaire (ten Likert-type statements; six open-ended questions).The findings indicate that posing problems in an AI environment increased their technological knowledge vis-à-vis the advantages of the environment itself and how to generate effective prompts to obtain relevant responses. They also became aware of some disadvantages. With respect to their technological-pedagogical knowledge, integrating AI at challenging pedagogical junctures (e.g., tailoring problems to students' individual needs) provided diverse pedagogical ideas. Although AI involves some challenges (e.g., all suggestions must be critically examined), overall they expressed satisfaction with the concept and indicated they would use it in the future.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465780
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Contribution That Utilizing Generative AI for Problem Posing Makes to Pre-Service High School Mathematics Teachers' TPACK
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  Data: <searchLink fieldCode="AR" term="%22Ruti+Segal%22">Ruti Segal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7904-8055">0000-0001-7904-8055</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yaniv+Biton%22">Yaniv Biton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2329-8877">0000-0003-2329-8877</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2024 12(6):1559-1582.
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  Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
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  Data: 25
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  Data: 2147-611X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Fifteen pre-service mathematics teachers studying in a teachers college participated in a unique program entitled "From high-tech to teaching" as part of a specialization program for teaching advanced secondary school mathematics. During the course, they solved various mathematical problems and then were asked to pose additional problems and upgrade them to meet precise educational goals by furnishing "prompts" to a generative AI environment (ChatGPT) and refining them as necessary according to predefined steps. To understand how this process contributed to the pre-service teachers' body of technological, pedagogical, and content knowledge (TPACK), they were asked to respond to a questionnaire (ten Likert-type statements; six open-ended questions).The findings indicate that posing problems in an AI environment increased their technological knowledge vis-à-vis the advantages of the environment itself and how to generate effective prompts to obtain relevant responses. They also became aware of some disadvantages. With respect to their technological-pedagogical knowledge, integrating AI at challenging pedagogical junctures (e.g., tailoring problems to students' individual needs) provided diverse pedagogical ideas. Although AI involves some challenges (e.g., all suggestions must be critically examined), overall they expressed satisfaction with the concept and indicated they would use it in the future.
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1465780
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1465780
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 1559
    Subjects:
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Advanced Courses
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Educational Objectives
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Career Change
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Cues
        Type: general
    Titles:
      – TitleFull: The Contribution That Utilizing Generative AI for Problem Posing Makes to Pre-Service High School Mathematics Teachers' TPACK
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            NameFull: Ruti Segal
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            NameFull: Yaniv Biton
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              Type: published
              Y: 2024
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              Value: 12
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              Value: 6
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            – TitleFull: International Journal of Education in Mathematics, Science and Technology
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