DOI: 10.46423/izujed.1793325 ISSN: 2667-7938

The Use Of ChatGPT in Mathematics Tasks and Pre-Service Teachers' Experiences

Zeynep Çiftci, Tuba Öz, Orhan Çiftci
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The Use Of ChatGPT in Mathematics Tasks and Pre-Service Teachers' ExperiencesZeynep ÇİFTCİTuba ÖZOrhan ÇİFTCİAbstract: This study focuses on determining how pre-service teachers create prompts when using ChatGPT to solve mathematics tasks, the accuracy of the answers of pre-service teachers and ChatGPT, and the opinions of pre-service teachers about ChatGPT. The potential of ChatGPT to be used in education is interesting because large language models such as ChatGPT inherently provide different answers to each user in line with the prompts entered and these answers carry the risk of being inaccurate. This study is thought to contribute to the expanding literature on whether ChatGPT can be used in the field of mathematics education. 32 pre-service teachers were asked to complete two distinct mathematical tasks with the support of ChatGPT. ChatGPT chats, task solutions, and opinion forms of pre-service teachers were analyzed using qualitative content analysis. According to the results of the study, while the prompts created by the pre-service teachers in ChatGPT showed a great variety, most of the pre-service teachers created prompts in ChatGPT by writing the entire task. It was concluded that although the ChatGPT answers were correct at an acceptable level in algebra, they were incorrect at a very high rate in geometry. Among the opinions of pre-service teachers about ChatGPT, quick access to information and feedback, sufficient explanatory information, lack of figures and visuals, inconsistent information, and being deficient in the field of mathematics come to the fore.Keywords: ChatGPT, Chatbot, OPenAI, Mathematics Education, AIEd, Artificial Intelligence

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