Investigating The Effect of Artificial Intelligence Based Tools on Pre-Service Mathematics Teachers’ Concept Images

Year 2025, Volume: 12 Issue: 1, 213 - 231, 30.04.2025

Hilmi Karaca

https://doi.org/10.30900/kafkasegt.1534014

Abstract

Artificial intelligence (AI) and AI-based tools are becoming increasingly important in mathematics education due to their potential to enrich learning experiences, provide customized solutions, and increase the effectiveness of learning processes. This case study was conducted to examine the impact of AI-based tool experiences on pre-service mathematics teachers' (PMTs) mathematical concept images. As a result of the content analysis, the data were categorized under the themes of component, understanding, and association, and the changes in PMTs' concept images after their ChatGPT experiences were examined according to these themes. Although not always, the ChatGPT experience had an effect on PMTs' mathematical concept images in general. In particular, PMTs mentioned more components that are directly related to mathematical concepts, while associating related concepts with different terms decreased. However, there were partial transformations in the understandings of the concepts. While subjective knowledge of concepts decreased, objective and directly related knowledge increased and unnecessary repetitions decreased. In conclusion, ChatGPT experiences contributed to the development of concept images of PMTs, but this contribution was not at the same level for all concepts.

Keywords

Artificial Intelligence (AI) , ChatGPT , ChatBots , Concept Images , Pre-Service Mathematics Teachers

Ethical Statement

In this study, we declare that the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" are complied with and that we do not take any of the actions based on "Actions Against Scientific Research and Publication Ethics". At the same time, we declare that there is no conflict of interest between the authors, which all authors contribute to the study, and that all the responsibility belongs to the article authors in case of all ethical violations. The compliance of the study with ethical principles was approved by Aksaray University Human Research Ethics Committee with protocol number 2023/07-84 and decision dated 26.12.2023.

References

• Adamopoulou, E., & Moussiades, L. (2020). An overview of chatbot technology. IFIP international conference on artificial intelligence applications and innovations (pp. 373-383). Springer, Cham.
• Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431–440. doi:10.1007/s43681-021-00096-7
• Al Darayseh, A. (2023). Acceptance of artificial intelligence in teaching science: Science teachers’ perspective. Computers and Education: Artificial Intelligence, 4, 100132. doi:10.1016/j.caeai.2023.100132
• Bingolbali, E., & Monaghan, J. (2008). Concept image revisited. Educational studies in Mathematics, 68, 19-35. doi:10.1007/s10649-007-9112-2
• Chen, X., Xie, H., Zou, D., & Hwang, G. J. (2020). Application and theory gaps during the rise of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100002. doi:10.1016/j.caeai.2020.100002
• Creswell, J.W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (4th Ed.). Pearson.
• Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468. doi:10.1016/j.chb.2022.107468
• Deng, X., & Yu, Z. (2023). A meta-analysis and systematic review of the effect of chatbot technology use in sustainable education. Sustainability, 15(4), 2940. doi:10.3390/su15042940
• Frieder, S., Pinchetti, L., Griffiths, R.-R., Salvatori, T., Lukasiewicz, T., Petersen, P. C., Chevalier, A., & Berner, J. (2023). Mathematical capabilities of chatgpt. arXiv preprint arXiv:2301.13867. doi:10.48550/arXiv.2301.13867
• Gökçearslan, S., Tosun, C., & Erdemir, Z.G. (2024). Benefits, challenges, and methods of Artificial Intelligence (AI) chatbots in education: A systematic literature review. International Journal of Technology in Education, 7(1), 19-39. doi:10.46328/ijte.600
• Hwang, S. (2022). Examining the effects of artificial intelligence on elementary students’ mathematics achievement: A meta-analysis. Sustainability, 14(20), 13185. doi:10.3390/su142013185
• Hwang, G. J., & Tu, Y. F. (2021). Roles and research trends of artificial intelligence in mathematics education: A bibliometric mapping analysis and systematic review. Mathematics, 9(6), 548. doi:10.3390/math9060584 Jablonka, E. (2020). Critical Thinking in Mathematics Education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 159-163). Springer. doi:10.1007/978-3-030-15789-0_35
• Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. doi:10.30935/cedtech/13605
• İpek, Z. H., Gözüm, A. İ. C., Papadakis, S., & Kallogiannakis, M. (2023). Educational applications of the ChatGPT AI System: A systematic review research. Educational Process International Journal, 12(3), 26-55. doi:10.22521/edupij.2023.123.2
• Kim, N., & Kim, M. (2022). Teacher’s perceptions of using an artificial intelligence-based educational tool for scientific writing. Frontiers in Education, 7, 755914. doi:10.3389/feduc.2022.755914
• Köğce, D. (2015). Conceptions and concept images of prospective mathematics teachers in a teacher training program regarding basic mathematical concepts. International Journal of Social Sciences and Education, 5(4), 678-706.
• Küchemann, S., Steinert, S., Revenga, N., Schweinberger, M., Dinc, Y., Avila, K. E., & Kuhn, J. (2023). Physics task development of prospective physics teachers using ChatGPT. arXiv preprint arXiv:2304.10014. doi:10.48550/arXiv.2304.10014
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
• Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.
• Lee, S.-G., Park, D., Lee, J. Y., Lim, D. S., & Lee, J. H. (2024). Use of ChatGPT in college mathematics education. The Mathematical Education, 63(2), 123–138. doi:10.7468/MATHEDU.2024.63.2.123
• Lee, D., & Yeo, S. (2022). Developing an AI-based chatbot for practicing responsive teaching in mathematics. Computers & Education, 191, 104646. doi:10.1016/j.compedu.2022.104646
• Li, P. H., Lee, H. Y., Cheng, Y. P., Starčič, A. I., & Huang, Y. M. (2023, August). Solving the self-regulated learning problem: Exploring the performance of ChatGPT in mathematics. In International Conference on Innovative Technologies and Learning (pp. 77-86). Cham: Springer Nature Switzerland.
• Macit, E., & Nacar, S. (2019). Concept images for rational number and fraction of the students at the elementary mathematics education department. Inonu University Journal of the Graduate School of Education, 6(11), 50-62. doi:10.29129/inujgse.547277
• Mohamed, M. Z. B., Hidayat, R., & Mahmud, M. K. H. B. (2022). Artificial intelligence in mathematics education: A systematic literature review. International Electronic Journal of Mathematics Education, 17(3). doi:10.29333/iejme/12132
• Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221-4241. doi:10.1007/s10639-022-11316-w
• Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. doi:10.1016/j.caeai.2021.100020
• Park, H., & Manley, E. D. (2024). Using ChatGPT as a proof assistant in a mathematics pathways course. The Mathematical Education, 63(2), 139-163. doi:10.7468/mathedu.2024.63.2.139
• Poola, I., & Božid, V. (2023). Guiding AI with human intuition for solving mathematical problems in Chat GPT. International Journal of Engineering & Scientific Research 11 (07), 31-40.
• Prihandhika, A., Suryadi, D., & Prabawanto, S. (2022). The investigation of concept image towards derivative representation: A case study of prospective mathematics teachers. Mathematics Teaching Research Journal, 14(4), 148-164.
• Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 5783. doi:10.3390/app13095783
• Rane, N. (2023, August). Enhancing mathematical capabilities through ChatGPT and similar generative artificial intelligence: Roles and challenges in solving mathematical problems. SSRN. doi:10.2139/ssrn.4603237
• Samuelsson, J. (2023). Artificiell intelligens i matematikundervisningen: En studie av utveckling av flyt på grundläggande talkombinationer [Artificial Intelligence in Mathematics Education: A Study of Fluency Development on Basic Number Combinations]. Linköping University Electronic Press.
• Sindermann, C., Sha, P., Zhou, M., Wernicke, J., Schmitt, H. S., Li, M., Sariyska, R., Stavrou, M., Becker, B., & Montag, C. (2021). Assessing the attitude towards artificial intelligence: Introduction of a short measure in German, Chinese, and English Language. Künstliche Intelligenz, 35(1), 109–118. doi:10.1007/s13218-020-00689-0
• Skovsmose, O. (2020). Critical mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 154-159). Springer. doi:10.1007/978-3-030-15789-0_34
• Sulastri, R., Suryadi, D., Prabawanto, S., Cahya, E., Siagian, M. D., & Tamur, M. (2021). Prospective mathematics teachers’ concept image on the limit of a function. In Journal of Physics: Conference Series (Vol. 1882, No. 1, p. 012068). IOP Publishing. doi:10.1088/1742-6596/1882/1/012068
• Taani, O., & Alabidi, S. (2024). ChatGPT in education: Benefits and challenges of ChatGPT for mathematics and science teaching practices. International Journal of Mathematical Education in Science and Technology, 1–30. doi:10.1080/0020739X.2024.2357341
• Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational studies in mathematics, 12(2), 151-169. doi:10.1007/BF00305619
• Tapan-Broutin, M. S. (2023). Matematik öğretmen adaylarının ChatGPT ile başlangıç deneyimlerinde sordukları soruların incelenmesi [Investigation of the questions asked by pre-service mathematics teachers in their initial experiences with ChatGPT]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36(2), 1-26. doi:10.19171/uefad.1299680
• Theodosiou, A. A., & Read, R. C. (2023). Artificial intelligence, machine learning and deep learning: Potential resources for the infection clinician. Journal of Infection, 87(4), 287–294. doi:10.1016/j.jinf.2023.07.006
• Uğraş, M. (2024). Evaluation of ChatGPT usage in preschool education: Teacher perspectives. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 15(30), 387-414. doi:10.58689/eibd.1537337
• Uğraş, H., & Uğraş, M. (2025). ChatGPT in early childhood STEM education: Can it be an innovative tool to overcome challenges? Education and Information Technologies, 30, 4277-4305. doi:10.1007/s10639-024-12960-0
• Uğraş, H., Uğraş, M., Papadakis, S., & Kalogiannakis, M. (2024). ChatGPT-supported education in primary schools: The potential of ChatGPT for sustainable practices. Sustainability, 16(22), 9855. doi:10.3390/su16229855
• Ulaşan, F. (2023). The use of artificial intelligence in educational institutions: Social consequences of ai in education. Korkut Ata Türkiyat Araştırmaları Dergisi, Özel Sayı 1, 1305-1324. doi:10.51531/korkutataturkiyat.1361112 Wardat, Y., Tashtoush, M. A., Al Ali, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary tool for teaching and learning mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(7). doi:10.29333/ejmste/13272
• Voskoglou, M. G., & Salem, A. B. M. (2020). Benefits and Limitations of the Artificial with Respect to the Traditional Learning of Mathematics. Mathematics, 8(4), 611. doi:10.3390/MATH8040611
• Vinner, S. (1983). Concept definition, concept image and the notion of function. International Journal of Mathematical Education in Science and Technology, 14(3), 293-305. doi:10.1080/0020739830140305
• Yang, S. J., Ogata, H., Matsui, T., & Chen, N. S. (2021). Human-centered artificial intelligence in education: Seeing the invisible through the visible. Computers and Education: Artificial Intelligence, 2, 100008. doi:10.1016/j.caeai.2021.100008
• Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin.
• Yin, R. K., (2012). Applications of case study research (3rd Ed.). Sage.
• Zafari, M., Bazargani, J. S., Sadeghi-Niaraki, A., & Choi, S. M. (2022). Artificial intelligence applications in K-12 education: A systematic literature review. IEEE Access, 10, 61905-61921.