Matematik Eğitiminde Yenilikçi Bir Yaklaşım: ChatGPT'nin Rolü

Öz

Bu araştırma, ChatGPT gibi yapay zeka entegrasyonlarının matematik eğitimine katkılarını incelemeyi hedeflemektedir. Özellikle, matematik derslerinde öğrenciler ve eğitimciler için yapay zekanın rolünü anlamak ve eğitimde kullanımını değerlendirmek amaçlanmaktadır. Matematik öğretiminde Chatbot’ları kullanma konusunda en az bir aylık deneyime sahip katılımcı grubu dört matematik öğretmen adayı ve on yedi mühendislik öğrencisinden oluşturulmuştur. Tüm katılımcılara, ChatGPT ile özgürce etkileşimde bulunma fırsatı verilerek ve yaptıkları konuşmaların ekran görüntülerini Word belgeleri olarak kaydetmeleri istendi. Keşif sürecinde, katılımcılar belirli bir süre sınırlaması olmaksızın ChatGPT'yi kullanarak daha derinlemesine etkileşimde bulundular. Çalışmada, iki ana aşama içeren nitel vaka incelemesi yaklaşımını benimsenmiştir: görüşme içeriğinin analizi ve kullanıcı deneyimlerinin incelenmesi. Başlangıç aşamasında, araştırmada ChatGPT'nin gelişmiş matematik yeteneklerini tanıma ve kullanıcılara çeşitli konularda temel matematik bilgisi sunarak eğitim sonuçlarını artırma potansiyeli vurgulanmaktadır. Çalışmanın ikinci aşamasında, altı farklı matematik eğitimi senaryosu üzerinde kullanıcı deneyimleri incelenmiş, uygulamanın faydalı yönleri ile çeşitli sorunları ortaya konmuştur. ChatGPT, matematik problemlerini ve soruları çözmede etkili olmasına rağmen, geometri konusunda kısıtlı ve yanlış anlamaları düzeltmede zorlanmaktadır. Çözümlerin doğruluğu ve verimliliği, denklemlerin karmaşıklığı, girdi verisinin kalitesi gibi faktörlere bağlı olduğu görülmektedir. Bu araştırmanın bulguları, ChatGPT gibi sohbet botlarının matematik eğitimi ve öğrenme ortamlarına güvenli ve yararlı bir şekilde entegrasyonunu sağlamaya yönelik çeşitli araştırma yolları önermektedir.

Anahtar Kelimeler

• Yapay Zeka
• ChatGPT
• Chatbot
• Matematik Eğitimi

An Innovative Approach to Mathematics Education: The Role of ChatGPT

Öz

This research aims to examine the contributions of artificial intelligence integrations such as ChatGPT to mathematics education. In particular, it aims to understand the role of AI for students and educators in mathematics courses and to evaluate its use in education. The participant group consisted of four pre-service mathematics teachers and seventeen engineering students with at least one month of experience in using Chatbots in mathematics teaching. All participants were given the opportunity to interact freely with ChatGPT and were asked to save screenshots of their conversations as Word documents. During the exploration process, the participants interacted more in-depth using ChatGPT without a specific time limit. The study adopted a qualitative case study approach with two main phases: analysing the interview content and examining the user experiences. In the initial phase, the research highlights the potential of ChatGPT to recognise advanced mathematical abilities and enhance educational outcomes by providing users with basic mathematical knowledge in a variety of subjects. In the second phase of the study, the user experiences on six different mathematics training scenarios are analysed and the benefits and various problems of the application are revealed. Although ChatGPT is effective in solving maths problems and questions, it is limited in geometry and has difficulty in correcting misunderstandings. The accuracy and efficiency of the solutions seem to depend on factors such as the complexity of the equations and the quality of the input data. The findings of this study suggest several research avenues for the safe and useful integration of chatbots such as ChatGPT into mathematics education and learning environments.

Anahtar Kelimeler

• Artificial intelligence
• ChatGPT
• Chatbot
• Mathematic education

Kaynakça

1. Akdeniz, M., & Özdinç, F. (2021). Examination of studies from Turkey on artificial intelligence in education. Van Yüzüncü Yıl University Journal of Education, 18(1), 912-932. https://doi.org/10.33711/yyuefd.938734
2. Aleven, V., & Koedinger, K. R. (2002). An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26(2), 147-179. https://doi.org/10.1207/s15516709cog2602_1
3. Ali, J., Shamsan, M., Hezam, T., & Mohammad, A. (2023). Impact of ChatGPT on learning motivation: Teachers and students’ voices. Journal of English Studies in Arabia Felix, 2(1), 41-49. https://doi.org/ 10.56540/jesaf. v2i1.51
4. Anh, N.N.P., & Ngan, H.T. (2021, August). Artificial Intelligence in Mathematics Education: An Empirical Study of Usıng Chatbot in Teaching and Learning Mathematics at Vietnamese High Schools. 5 th ASIA PACIFIC International Modern Sciences Congress. Sydeny, Australia.
5. Arslan, K. (2020). Artificial intelligence and its applications in education. Western Anatolia Journal of Educational Sciences, 11(1), 71-88.
6. 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. Available at SSRN 4337484. http://dx.doi.org/10.2139/ssrn.4337484
7. Beccari, M. N., & Oliveira, T. L. (2011). A philosophical approach about user experience methodology. In Proceedings of the International Conference of Design, User Experience, and Usability (pp. 13-22). Springer. https://doi.org/10.1007/978-3-642-21675-6_2
8. Çam, M. B., Çelik, N. C., Turan Güntepe, E., & Durukan, Ü. G. (2021). Determining the awareness of teacher candidates about artificial intelligence technologies. Hatay Mustafa Kemal University Journal of Social Sciences Institute, 18(48), 263- 285.

9. Deveci Topal, A., Dilek Eren, C., & Kolburan Geçer, A. (2021). Chatbot application in a 5th grade science course. Education and Information Technologies, 26(5), 6241-6265. https://doi.org/10.1007/s10639-021- 10627-8.
10. Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine, 7(3), 93-99. https://doi.org/ 10.1016/j.afem.2017.08.001
11. Hidayat, R., Syed Zamri, S. N. A., Zulnaidi, H., Abdullah, M. F. N. L., & Adnan, M. (2021). The interrelationships between metacognition and modeling competency: The moderating role of the academic year. European Journal of Educational Research, 10(4), 1853-1866. https://doi.org/10. 12973/eu-jer.10.4.1853
12. Flick, U. (2009). An introduction to qualitative research. SAGE.
13. Firat, M. (2023). How chat GPT can transform autodidactic experiences and open education? https://doi.org/ 10.31219/osf.io/9ge8m
14. Frieder, S., Pinchettil, L., Griffiths, R., Salvatori, T., Lukasiewicz, T., Petersen, P., Chevalier, A., & Berner, J. (2023, Jul 20). Mathematical capabilities of ChatGPT. arXiv. https://doi.org/10.48550/arXiv. 2301.13867
15. OpenAI. (2023). ChatGPT: Optimizing language models for dialogue. https://openai.com/blog/chatgpt/
16. Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage.
17. Pavlik, J.V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78 (1), 84-93. https://doi.org/10.1177/10776958221149577
18. Shakarian, P., Shakarian, J., & Ruef, A. (2018). Using Chatbots to improve students’ learning in mathematics. In proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 586-591).
19. Stake, R. E. (1995). The art of case study research: Perspective in practice. SAGE.
20. Shakarian, P., Koyyalamudi, A., Ngu, N., & Mareedu, L. (2023, Feb 28). An independent evaluation of ChatGPT on mathematical word problems. arXiv. https://arxiv.org/pdf/2302.13814.pdf
21. Tapan-Broutin, M. S. (2023). Examination of questions asked by pre-service mathematics teachers in their initial experiences with ChatGPT. Journal of Uludag University Faculty of Education, 36(2), 707-732. https://doi.org/10.19171/uefad.1299680
22. Tashtoush, M., Wardat, Y., & Elsayed, A. (2023). Mathematics distance learning and learning loss during COVID-19 pandemic: Teachers’ perspectives. Journal of Higher Education Theory and Practice, 23(5), 162-174. https://doi.org/10.33423/ jhetp. v23i5.5933
23. Tashtoush, M., Wardat, Y., Aloufi, F., & Taani, O. (2022). The effect of a training program based on (TIMSS) to developing the levels of habits of mind and mathematical reasoning skills among pre-service mathematics teachers. EURASIA Journal of Mathematics, Science and Technology Education, 18(11), em2182. https://doi.org/10.29333/ejmste/12557
24. Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing Scholarship, 33(3), 253-258. https://doi.org/10.1111/j. 1547-5069.2001.00253.x
25. Yang, K., Ji, S., Zhang, T., Xie, Q., & Ananiadou, S. (2023, Oct 11). On the evaluations of ChatGPT and emotion-enhanced prompting for mental health analysis, arXiv, https://doi.org/10.48550/arXiv.2304.03347
26. Yin, R. K. (2009). Case study research design and methods (4th ed.). SAGE.