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Learning to Craft and Critically Evaluate Prompts: The Role of Generative AI (ChatGPT) in Enhancing Pre-Service Mathematics Teachers' TPACK and Problem-Posing Skills

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Title: Learning to Craft and Critically Evaluate Prompts: The Role of Generative AI (ChatGPT) in Enhancing Pre-Service Mathematics Teachers' TPACK and Problem-Posing Skills
Language: English
Authors: Yaniv Biton (ORCID 0000-0003-2329-8877), Ruti Segal (ORCID 0000-0001-7904-8055)
Source: International Journal of Education in Mathematics, Science and Technology. 2025 13(1):202-223.
Availability: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
High Schools
Descriptors: Artificial Intelligence, Natural Language Processing, Technology Uses in Education, Preservice Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Technological Literacy, Problem Solving, Skill Development, Mathematics Instruction, High School Teachers, Advanced Courses, Editing, Revision (Written Composition), Mathematical Concepts
ISSN: 2147-611X
Abstract: The use of generative AI (Chat GPT) for the process of posing mathematical problems was introduced to 15 pre-service teachers (henceforth referred to as "teachers") in a re-training program aimed at teaching advanced secondary school mathematics. After solving mathematical problems, they were given an assignment to pose and refine additional problems in accordance with the curriculum requirements by giving "prompts" to the AI environment and refining them as needed. In this paper, we focus on the qualitative analysis of three key stages experienced by the teachers: writing the initial prompt to request assistance from ChatGPT to improve the problem; the response provided by ChatGPT; and the teachers' reflections on how they utilized ChatGPT's recommendations to update and refine their problem. This analysis reveals that the chat's responses and the teachers' reactions to them made several key contributions to improving mathematical problems, particularly by enhancing the clarity of the problem and increasing its challenge and complexity. Additionally, it improved mathematical precision and showed how it could be linked to real-world applications, thereby increasing student engagement. The chat also encouraged inquiry-based thinking and provided guidance for helping struggling students. Overall, these contributions significantly enhanced the quality of the mathematical problems and improved their TPACK (theoretical, pedagogical, and content knowledge).
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461908
Database: ERIC
FullText Text:
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  Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
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  Group: Ab
  Data: The use of generative AI (Chat GPT) for the process of posing mathematical problems was introduced to 15 pre-service teachers (henceforth referred to as "teachers") in a re-training program aimed at teaching advanced secondary school mathematics. After solving mathematical problems, they were given an assignment to pose and refine additional problems in accordance with the curriculum requirements by giving "prompts" to the AI environment and refining them as needed. In this paper, we focus on the qualitative analysis of three key stages experienced by the teachers: writing the initial prompt to request assistance from ChatGPT to improve the problem; the response provided by ChatGPT; and the teachers' reflections on how they utilized ChatGPT's recommendations to update and refine their problem. This analysis reveals that the chat's responses and the teachers' reactions to them made several key contributions to improving mathematical problems, particularly by enhancing the clarity of the problem and increasing its challenge and complexity. Additionally, it improved mathematical precision and showed how it could be linked to real-world applications, thereby increasing student engagement. The chat also encouraged inquiry-based thinking and provided guidance for helping struggling students. Overall, these contributions significantly enhanced the quality of the mathematical problems and improved their TPACK (theoretical, pedagogical, and content knowledge).
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  Data: 2025
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  Data: EJ1461908
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 202
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Natural Language Processing
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Technological Literacy
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      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Advanced Courses
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      – SubjectFull: Revision (Written Composition)
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      – SubjectFull: Mathematical Concepts
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      – TitleFull: Learning to Craft and Critically Evaluate Prompts: The Role of Generative AI (ChatGPT) in Enhancing Pre-Service Mathematics Teachers' TPACK and Problem-Posing Skills
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