ETNOMATEMATİK ETKİNLİĞİ TASARLAMA SÜRECİNDE CHATGPT: MATEMATİK ÖĞRETMENİ ADAYLARININ GÖRÜŞLERİ

Abstract

Bu çalışma, öğretmen adaylarının deneyimleri doğrultusunda ChatGPT’nin etnomatematik etkinlik tasarımındaki etkinliğini incelemiştir. Araştırmada, öğretmen adaylarının ChatGPT ile etkinlik tasarlarken karşılaştıkları avantajlar ve zorluklar ele alınmıştır. Katılımcılar, bir devlet üniversitesinde ilköğretim matematik öğretmenliği programı dördüncü sınıfta öğrenim gören 37 öğretmen adayından oluşmaktadır. Çalışmanın verileri, katılımcıların yapay zekâ araçları, etkinlik tasarım süreci ve etnomatematik konusundaki ön bilgilerini değerlendiren bir ön bilgi formu ile ChatGPT'nin etkinlik tasarımında kullanımına ilişkin düşüncelerini almayı amaçlayan bir görüş formu aracılığıyla toplanmıştır. Nitel veriler, katılımcıların her iki formda verdikleri yazılı yanıtların içerik analizi ile incelenmiştir. Araştırma sonucunda, tüm katılımcıların yapay zekâ araçlarına ve etkinlik tasarlama süreci hakkında yeterli bilgiye sahip oldukları fakat etnomatematik kavramına ilişkin ön bilgilerinin yeterli olmadığı görülmüştür. Araştırma bulguları, ChatGPT ile etkinlik tasarımında zaman tasarrufu ve yaratıcı fikir üretimi gibi avantajların yanı sıra bazı pedagojik ve teknik sınırlılıklar gibi zorlukları da ortaya koymaktadır. Bu sonuçlar, ChatGPT’nin öğretmenlerin bilgi ve becerilerinin yerine geçen bir sistem olarak değil, bir destek aracı olarak görülmesi gerektiğini vurgulamaktadır.

Keywords

• ChatGPT
• Etkinlik tasarlama
• Etnomatematik
• Öğretmen adayı
• Yapay zeka

CHATGPT IN THE ETHNOMATHEMATICS ACTIVITY DESIGN PROCESS: PRE-SERVICE MATHEMATICS TEACHERS’ PERSPECTIVES

Abstract

This study explored the effectiveness of ChatGPT in designing ethnomathematics activities based on pre-service mathematics teachers’ experiences, considering the benefits and challenges faced by pre-service teachers during the ethnomathematics task design process using ChatGPT. The participants were 37 senior pre-service mathematics teachers enrolled in elementary mathematics teacher education program at a public university. Data were gathered using a pre-information form assessing participants' prior knowledge of artificial intelligence tools, the activity design process, and ethnomathematics concept, as well as an opinionform to elicit their views on using ChatGPT for task design. The qualitative data were analyzed through content analysis of the participants' written responses on both forms. The findings indicated that all participants had sufficient prior knowledge of artificial intelligence tools and the activity design process, whereas their prior knowledge of ethnomathematics was limited. The findings highlight the benefits of using ChatGPT in activity design process, such as time efficiency and creative idea generation, as well as the challenges, including some pedagogical and technical limitations. These results emphasize that ChatGPT should be seen as a supportive tool rather than as a substitute for teachers’ skills and knowledge.

Keywords

• ChatGPT
• Task design
• Ethnomathematics
• Pre-service teacher
• Artificial intelligence

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