Mathematical Activities Created by Pre-service Elementary Mathematics Teachers Using ChatGPT: Design Components and Experiences

Abstract

This study aims to examine the experiences of pre-service elementary mathematics teachers with ChatGPT in the context of designing mathematical activities. Designed as a case study, the research involved 22 pre-service teachers from a public university. Data were collected through transcripts of written interactions with ChatGPT during activity design and semi-structured interviews. Mathematical activities created with ChatGPT were analyzed using descriptive analysis, while interview data were examined through content analysis. Findings revealed that most activities had clear and understandable objectives, purpose-aligned and practical materials, and easy-to-follow instructions that supported goal achievement. However, components requiring pedagogical sensitivity, such as inclusivity and student roles and responsibilities, were found to be less developed. Pre-service teachers’ views highlighted ChatGPT’s instructional potential in mathematics education but emphasized that its effective use requires a supervised, critical approach and pedagogical expertise, bringing forward several practical recommendations.

Keywords

• ChatGPT
• Mathematical activities
• Pre-service teacher

Project Number

1919B012405018

İlköğretim Matematik Öğretmeni Adaylarının ChatGPT ile Oluşturdukları Matematiksel Etkinlikler: Tasarım Bileşenleri ve Deneyimler

Abstract

Bu araştırmanın amacı, ilköğretim matematik öğretmen adaylarının ChatGPT deneyimlerini, tasarladıkları matematiksel etkinlikler bağlamında incelemektir. Durum çalışması deseninde yürütülen araştırmanın katılımcılarını, bir devlet üniversitesinde öğrenim gören 22 ilköğretim matematik öğretmen adayı oluşturmaktadır. Veriler, adayların etkinlik tasarlarken ChatGPT ile gerçekleştirdikleri yazılı iletişimlerin dökümünden oluşan dokümanlar ve bu deneyimlerine ilişkin görüşlerini almak amacıyla oluşturulan yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. ChatGPT desteğiyle tasarlanan matematiksel etkinlikler betimsel analiz, görüşmeler ise içerik analizi ile çözümlenmiştir. Bulgular, ChatGPT desteğiyle tasarlanan etkinliklerin çoğunda amaç bileşenin net ve anlaşılır, materyallerin amaçla uyumlu, işlevsel ve pratik, yönergelerin takibinin kolay ve amaca ulaşmayı sağlayacak şekilde olduğunu göstermiştir. Buna karşın, pedagojik hassasiyet gerektiren kapsayıcılık ile öğrenci rol ve sorumlulukları bileşenleri daha düşük yeterlik düzeyinde ortaya çıkmıştır. Öğretmen adaylarının görüşleri, ChatGPT’nin matematik eğitiminde öğretimsel potansiyel taşıdığına ancak bu potansiyelin etkin biçimde kullanılabilmesi için denetimli, eleştirel bir yaklaşım ve pedagojik uzmanlık gerektirdiğine dikkat çekmekte ve çeşitli önerileri gündeme getirmektedir.

Keywords

• ChatGPT
• Matematiksel etkinlik
• Öğretmen adayı

Supporting Institution

TÜBİTAK

Project Number

1919B012405018

Thanks

Bu çalışma TÜBİTAK 2209-A Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı kapsamında Ahmet ŞAHİN yürütücülüğünde Tuğba Yulet YILMAZ danışmanlığında 1919B012405018 numaralı proje olarak desteklendiği için TÜBİTAK'a teşekkür ederiz.

References

1. Acar, S., & Peker, B. (2025). Matematik öğretmen adaylarının gözünden: ChatGPT’nin eğitimde kullanımı. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 7(Özel Sayı), 23-41.
2. Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), 1-13. https://doi.org/10.30935/cedtech/13152
3. Alan, S., & Yurt, E. (2024). Flipped Learning: An innovative model for enhancing education through ChatGPT. International Journal of Modern Education Studies, 8(1), 124-148. https://doi.org/10.51383/ijonmes.2024.328
4. Almarzouqi, A., Aburayya, A., Alfaisal, R., Elbadawi, M., & Salloum, S. (2024). Ethical implications of using ChatGPT in educational environments: A comprehensive review. In A. Al-Marzouqi, S. Salloum, M. Al-Saidat, A. Aburayya & B. Gupta, (Eds.), Artificial intelligence in education: The power and dangers of ChatGPT in the classroom (pp. 185–199). Springer. https://doi.org/10.1007/978-3-031-52280-2_13
5. Anders, B. A. (2023). Is using ChatGPT cheating, plagiarism, both, neither, or forward thinking? Patterns, 4(3), 100694. https://doi.org/10.1016/j.patter.2023.100694
6. Asare, B., & Boateng, F. O. (2025). Self-awareness and self-regulatory learning as mediators between ChatGPT usage and pre-service mathematics teacher's self-efficacy. Journal of Pedagogical Research, 9(2), 38-54. https://doi.org/10.33902/JPR.202530637
7. Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
8. Baytak, A. (2024). The content analysis of the lesson plans created by ChatGPT and Google Gemini. Research in Social Sciences and Technology, 9(1), 329–350. https://doi.org/10.46303/ressat.2024.19

9. Bozkurt, A., Ozmantar, M. F., Agac, G., & Guzel, M. (2023). A framework for evaluating design and implementation of activities for mathematics instruction. Pegem Akademi.
10. Bukova-Güzel, B., & Alkan, H. (2005). Evaluating pilot study of reconstructed Turkish elementary school curriculum. Educational Sciences: Theory & Practice, 5(2), 410-420.
11. Cameron, S., & Mesiti, C. (2024). What kind of mathematics teacher is ChatGPT? Identifying the pedagogical practices preferenced by generative AI tools when preparing lesson plans. In J. Visnovska, E. Ross & S. Getenet (Eds.), Proceedings of the 46th annual conference of the Mathematics Education Research Group of Australasia (pp. 135–142). MERGA.
12. Chen, J. J., & Lin, J. C. (2024). Artificial intelligence as a double-edged sword: Wielding the POWER principles to maximize its positive effects and minimize its negative effects. Contemporary Issues in Early Childhood, 25(1), 146-153. http://dx.doi.org/-10.1177/14639491231169813
13. Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. (M. Bütün & C. B. Demir, Çev. Ed.). Siyasal Kitabevi.
14. Demir, G., & Ev-Çimen, E. (2024). Lesson plan preparation process with ChatGPT in mathematics teaching: An example of research and practice. Technology, Innovation and Special Education Research, 4(1), 83-98.
15. Divrik, R., Çelik, Ö., & Elmas, Z. (2025). ChatGPT ile tasarlanan matematiksel oyunların 4. sınıf öğrencilerinin matematik motivasyon ve tutumlarına etkisi. Kocaeli Üniversitesi Eğitim Dergisi, 8(2), 679-700. https://doi.org/10.33400/kuje.1722769
16. Dumlu, B. Ö., Gezer, E., & Yıldız, B. (2024). Eşitsizlik konusunda ChatGPT ile hazırlanan ders planlarının incelenmesi. Türk Eğitim Bilimleri Dergisi, 22(1), 337-358. https://doi.org/-10.37217/tebd.1338959
17. Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460-474. https://doi.org/10.1080/14703297.2023.2195846
18. Fatima, M. (2024). Revolutionizing interaction: Exploring the impact of ChatGPT in education. International Journal of Advances in Business and Management Research, 1(2), 19–30. https://doi.org/10.62674/ijabmr.2024.v1i02.003
19. Galiç, S., Urhan, S., Dost, Ş., & Lavicza, Z. (2025). Examining mathematics teachers noticing the rationality: Scenario-based training with AI chatbot. Science & Education, 34, 2759–2790. https://doi.org/10.1007/s11191-025-00618-3
20. Gurl, T. J., Markinson, M. P., & Artzt, A. F. (2025). Using ChatGPT as a lesson planning assistant with preservice secondary mathematics teachers. Digital Experiences in Mathematics Education, 11, 114–139. https://doi.org/10.1007/s40751-024-00162-9
21. Hashem, R., Ali, N., El Zein, F., Fidalgo, P., & Khurma, O. (2024). AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention. Research and Practice in Technology Enhanced Learning, 19, 23. https://dx.doi.org/-10.58459/rptel.2024.19023
22. Hugener, I., Pauli, C., Reusser, K., Lipowsky, F., Rakoczy, K., & Klieme, E. (2009). Teaching patterns and learning quality in Swiss and German mathematics lessons. Learning and Instruction, 19(1), 66–78. https://dx.doi.org/10.1016/j.learninstruc.2008.02.001
23. Jo, H. (2024). From concerns to benefits: A comprehensive study of ChatGPT usage in education. International Journal of Educational Technology in Higher Education, 21(1), https://doi.org/10.1186/s41239-024-00471-4
24. Karabıyık, Ü. (2024). Matematik eğitiminde yenilikçi bir yaklaşım: ChatGPT'nin rolü. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 10(1), 26-46. https://doi.org/10.29065/-usakead.1393487
25. Karaköse, T. (2023). The utility of ChatGPT in educational research-potential opportunities and pitfalls. Educational Process International Journal, 12(2), 7-13. https://doi.org/-10.22521/edupij.2023.122.1
26. Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/-10.1016/j.lindif.2023.102274
27. Knoth, N., Decker, M., Laupichler, M., Pinski, M., Buchholtz, B., Bata, K., & Schultz, B. (2024). Developing a holistic AI literacy assessment matrix-bridging generic, domain-specific, and ethical competencies. Computers and Education Open, 6(2), 100177. https://dx.doi.org/10.1016/j.caeo.2024.100177
28. Kerpiç, A., & Bozkurt, A. (2011). Etkinlik tasarım ve uygulama prensipleri çerçevesinde 7. sınıf matematik ders kitabı etkinliklerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 303-318.
29. Lee, J., Suh, T., Roy, D., & Baucus, M. (2019). Emerging technology and business model innovation: The case of artificial intelligence. Journal of Open Innovation: Technology, Market, and Complexity, 5(3), 44. https://doi.org/10.3390/joitmc5030044
30. Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
31. Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26-29. https://-dx.doi.org/10.1108/LHTN-01-2023-0009
32. Margolinas, C. (Ed.). (2013). Task design in mathematics education: Proceedings of ICMI Study 22. ICMI.
33. Mason, J. (2020). Generating worthwhile mathematical tasks in order to sustain and develop mathematical thinking. Sustainability, 12(14), 5727. https://dx.doi.org/10.3390/-su12145727
34. Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber (S. Turan, Çev.). Nobel Yayıncılık.
35. Meydan, A. (2021). Nitel araştırmalarda örnekleme yöntemleri. A. Uzungöz (Ed.), Bilimsel araştırma becerileri ve araştırmada güncel desenler içinde (s. 47-61). Pegem Akademi.
36. Millî Eğitim Bakanlığı (2024). Ortaokul matematik dersi öğretim programı (5, 6, 7 ve 8. sınıflar). Türkiye Yüzyılı Maarif Modeli. Millî Eğitim Bakanlığı.
37. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
38. NCTM (2024). Artificial intelligence and mathematics teaching a position of the National Council of Teachers of Mathematics. Retrieved May 13, 2025, from https://www.nctm.org/standards-and-positions/Position-Statements/Artificial-Intelligence-and-Mathematics-Teaching
39. OpenAI. (2023). GPT-4 technical report. https://doi.org/10.48550/arXiv.2303.08774
40. Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2307. http://dx.doi.org/10.29333/ejmste/13428
41. Pardos, Z., & Bhandari, S. (2024). ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills. PLoS One, 19(5), e0304013. https://doi.org/10.1371/journal.pone.0304013
42. Patten, M. L., & Newhart, M. (2018). Understanding research methods: An overview of the essentials. Routledge.
43. Peikos, G., & Stavrou, D. (2025). ChatGPT for science lesson planning: An exploratory study based on pedagogical content knowledge. Education Sciences, 15(3), 338. https://doi.org/10.3390/educsci15030338
44. Pelton, T., & Pelton, L. (2024). Using generative AI in mathematics education: Critical discussions and practical strategies for preservice teachers, teachers, and teacher educators. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1800–1805). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/-primary/p/224212/
45. Pepin, B., Buchholtz, N., & Salinas-Hernández, U. A. (2025). Scoping survey of ChatGPT in mathematics education. Digital Experiences in Mathematics Education, 11, 9–41. https://doi.org/10.1007/s40751-025-00172-1
46. Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342-363. https://doi.org/10.37074/jalt.2023.6.1.9
47. Shcherbakov, G. A. (2023). Artificial intelligence vs human intelligence: A new ethics of technological development. In Proceedings of the XXVI International Conference on Soft Computing and Measurements (SCM) (pp. 163–166). IEEE. https://doi.org/10.1109/-SCM58628.2023.10159110
48. Sullivan, P., Knott, L., & Yang, Y. (2015). The relationships between task design, anticipated pedagogies, and student learning. In A. Watson & M. Ohtani (Eds.), Task design in mathematics education: An ICMI study 22 (pp. 83–114). Springer. https://doi.org/10.1007/-978-3-319-09629-2_3
49. Vázquez-Cano, E., Ramírez-Hurtado, J. M., Sáez-López, J. M., & López-Meneses, E. (2023). ChatGPT: The brightest student in the class. Thinking Skills and Creativity, 49(1), 101380. https://doi.org/10.1016/j.tsc.2023.101380
50. Wahba, F., Ajlouni, A., & Abumosa, M. (2024). The impact of ChatGPT-based learning statistics on undergraduates’ statistical reasoning and attitudes toward statistics. Eurasia Journal of Mathematics, Science and Technology Education, 20(7), 2468. https://doi.org/10.29333/ejmste/14726
51. Wang, M., & Chen, Y. (2023). Research on the future vision of the intelligent integration of ChatGPT and online education. Advances in Educational Technology and Psychology, 7(2), 128-134. https://doi.org/10.23977/aetp.2023.070219
52. Wardat, Y., Tashtoush, M. A., AlAli, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary tool for teaching and learning mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), 1-18. https://doi.org/10.29333/ejmste/13272
53. Watson, A., & Ohtani, M. (2015). Task design in mathematics education: An ICMI study 22. Springer. https://doi.org/10.1007/978-3-319-09629-2
54. Yanar, A. N., & Ergene, Ö. (2025). Integrating artificial intelligence in education: How pre-service mathematics teachers use ChatGPT for 5E lesson plan design. Journal of Pedagogical Research, 9(2), 158-176. https://doi.org/10.33902/JPR.202533163
55. Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
56. Yin, R. K. (2018). Case study research: Design and methods (6th ed.). Sage.