This study investigates the potential of a customized ChatGPT model as a tool for enhancing mathematics teaching, specifically focusing on the concept of continuity for real-valued functions. Using the Knowledge for Teaching Mathematics with Technology (KTMT) framework as a theoretical basis, the research examines how personalized AI tools can improve task design, balance among mathematical representations, and the interplay between experimentation and justification. The experimentation involved in-service mathematics teachers who explored both a default and a customized ChatGPT model to create instructional resources. Qualitative analysis revealed that the customized model significantly improved the quality of resources, enabling the creation of diverse, representation-rich, and conceptually balanced tasks. Teachers reported that the personalized ChatGPT facilitated transitions between algebraic, graphical, and tabular representations, supported exploratory problem-solving, and provided opportunities for rigorous justification. The findings contribute to a deeper understanding of how AI-driven tools, when aligned with structured pedagogical frameworks, can support mathematics instruction and teacher development.
Empowering Mathematics Educators: Integrating ChatGPT as a Tool for Innovative Teaching Practices
Maria Lucia Bernardi;Roberto Capone;
2025-01-01
Abstract
This study investigates the potential of a customized ChatGPT model as a tool for enhancing mathematics teaching, specifically focusing on the concept of continuity for real-valued functions. Using the Knowledge for Teaching Mathematics with Technology (KTMT) framework as a theoretical basis, the research examines how personalized AI tools can improve task design, balance among mathematical representations, and the interplay between experimentation and justification. The experimentation involved in-service mathematics teachers who explored both a default and a customized ChatGPT model to create instructional resources. Qualitative analysis revealed that the customized model significantly improved the quality of resources, enabling the creation of diverse, representation-rich, and conceptually balanced tasks. Teachers reported that the personalized ChatGPT facilitated transitions between algebraic, graphical, and tabular representations, supported exploratory problem-solving, and provided opportunities for rigorous justification. The findings contribute to a deeper understanding of how AI-driven tools, when aligned with structured pedagogical frameworks, can support mathematics instruction and teacher development.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
