A Mile High and an Inch Deep: Exploring ChatGPT as a Mathematics Curriculum Development Tool
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| Title: | A Mile High and an Inch Deep: Exploring ChatGPT as a Mathematics Curriculum Development Tool |
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| Language: | English |
| Authors: | Amanda Gantt Sawyer (ORCID |
| Source: | School Science and Mathematics. 2026 126(1):60-74. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2237151 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Curriculum Development, Mathematics Curriculum, Elementary School Mathematics, Curriculum Implementation, Common Core State Standards, Difficulty Level, Instructional Program Divisions |
| DOI: | 10.1111/ssm.18348 |
| ISSN: | 0036-6803 1949-8594 |
| Abstract: | Artificial Intelligence (AI) technology has issues, including inherent bias and inaccurate information, yet it has not stifled individuals' use of this technology in the mathematics classroom. Thus, we conducted a document analysis to investigate ChatGPT, a generative AI chatbot, constructing elementary mathematical tasks to determine how mathematics teacher educators (MTEs) can support this implementation. We analyzed 191 text responses constructed by ChatGPT, each corresponding to a task created for one of the elementary Common Core mathematical standards from kindergarten to fifth Grade to answer the research questions: What are the associated levels of cognitive demand of the ChatGPT's text responses, is there a statistically significant difference between lower-level mathematical tasks and higher-level mathematical tasks, and what are the common characteristics of AI's tasks? We found significantly higher-level cognitive demands across the tasks, but many activities were repetitive and inappropriate for the specified grade level. Finally, we explored how MTEs could support teachers using this tool in their classrooms using Mathematical Critical Curation Questions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495594 |
| Database: | ERIC |
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| Abstract: | Artificial Intelligence (AI) technology has issues, including inherent bias and inaccurate information, yet it has not stifled individuals' use of this technology in the mathematics classroom. Thus, we conducted a document analysis to investigate ChatGPT, a generative AI chatbot, constructing elementary mathematical tasks to determine how mathematics teacher educators (MTEs) can support this implementation. We analyzed 191 text responses constructed by ChatGPT, each corresponding to a task created for one of the elementary Common Core mathematical standards from kindergarten to fifth Grade to answer the research questions: What are the associated levels of cognitive demand of the ChatGPT's text responses, is there a statistically significant difference between lower-level mathematical tasks and higher-level mathematical tasks, and what are the common characteristics of AI's tasks? We found significantly higher-level cognitive demands across the tasks, but many activities were repetitive and inappropriate for the specified grade level. Finally, we explored how MTEs could support teachers using this tool in their classrooms using Mathematical Critical Curation Questions. |
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| ISSN: | 0036-6803 1949-8594 |
| DOI: | 10.1111/ssm.18348 |
