How Utilizing Generative AI When Addressing Pedagogical and Mathematical Events Contributes to Mathematics Teacher Educators' TPACK (Technological Pedagogical Content Knowledge)
Saved in:
| Title: | How Utilizing Generative AI When Addressing Pedagogical and Mathematical Events Contributes to Mathematics Teacher Educators' TPACK (Technological Pedagogical Content Knowledge) |
|---|---|
| Language: | English |
| Authors: | Yaniv Biton (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2025 13(4):895-913. |
| 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: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Artificial Intelligence, Computer Software, Technological Literacy, Pedagogical Content Knowledge, Mathematics Teachers, Teacher Educators, Elementary School Teachers, Technology Integration, Barriers, Teaching Methods, Classroom Techniques, Educational Quality, Teacher Education Programs, Faculty Development, Foreign Countries |
| Geographic Terms: | Israel |
| ISSN: | 2147-611X |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475751 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 2147-611X |
