The focus of this study is to examine the extent to which generative AI (GenAI) can be used as a tool in mathematics teachers’ professional development. In particular, we discuss a preliminary case study in which 37 primary and lower secondary school teachers were invited to explore the potential of ChatGPT to promote mathematical discussion in their classrooms. The study is framed by the well-known Mishra and Koehler’s TPACK Model. Results show how when teachers are involved in formulating prompts to be given to ChatGPT and in interpreting its feedback, they can develop Technological Content Knowledge and Technological Pedagogical Knowledge. Further insight is required to deepen how teachers can be helped to integrate them and build their TPACK. Moreover, results call for the need to investigate if teachers who acquire proficiency in using GenAI in their teaching will impact their students’ proficiency in using GenAI in their learning.
Teachers exploring the potential of generative AI in mathematics teaching
Maria Lucia Bernardi
;Roberto Capone;Eleonora Faggiano;
2024-01-01
Abstract
The focus of this study is to examine the extent to which generative AI (GenAI) can be used as a tool in mathematics teachers’ professional development. In particular, we discuss a preliminary case study in which 37 primary and lower secondary school teachers were invited to explore the potential of ChatGPT to promote mathematical discussion in their classrooms. The study is framed by the well-known Mishra and Koehler’s TPACK Model. Results show how when teachers are involved in formulating prompts to be given to ChatGPT and in interpreting its feedback, they can develop Technological Content Knowledge and Technological Pedagogical Knowledge. Further insight is required to deepen how teachers can be helped to integrate them and build their TPACK. Moreover, results call for the need to investigate if teachers who acquire proficiency in using GenAI in their teaching will impact their students’ proficiency in using GenAI in their learning.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
