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Examining Mathematics Teachers Noticing the Rationality: Scenario-Based Training with AI Chatbot

Artigo2025

Selen Galiç ORCID; Selin Urhan ORCID; Şenol Dost ORCID; Zsolt Lavicza ORCID

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Resumo

Abstract It is essential that students are encouraged to become rational thinkers for building thinking classrooms. Teachers must adopt rational questioning techniques to facilitate the development of rational behaviours in their students. However, the implementation of rational questioning requires the ability to respond to students based on their performance, thereby requiring teacher noticing in the context of rationality. In this study, we adopt teacher noticing in the context of three components of rationality (epistemic, teleological, and communicative) and demonstrate the potential of ChatGPT to monitor teachers’ noticing the rationality. In this context, we conducted scenario-based training with three in-service mathematics teachers using ChatGPT. Participants were presented with a scenario involving a common difficulty related to the concept of slope and were asked to engage in an interactive session with ChatGPT. We then conducted individual interviews to gain insight into their noticing the rationality. Our findings clearly pointed to a tendency among the teachers to focus on the epistemic and teleological aspects of ChatGPT’s response, with no engagement in communicative decision-making. ChatGPT provided the opportunity to determine the cases in which the teacher could not attend and interpret the rationality and decide for rational questioning. Based on these findings, we suggest that ChatGPT could be used as a tool for monitoring teacher noticing the rationality in teacher education.

Dados da obra

Tipo
Artigo
Periódico
Science & Education, v. 34, n. 4, p. 2759-2790
Editora
Springer Science+Business Media
Ano
2025 (2025-02-04)
Idioma
en
Palavras-chave
teacher noticing; rationality; mathematics teachers; ChatGPT; AI chatbots; scenario-based training; teacher professional development; epistemic rationality; communicative rationality; slope; in-service teachers; thinking classroom
Temas
Formação de Professores de Matemática
DOI
10.1007/s11191-025-00618-3
ISSN
0926-7220, 1573-1901
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
GALIÇ, Selen et al.. Examining Mathematics Teachers Noticing the Rationality: Scenario-Based Training with AI Chatbot. Science & Education, v. 34, n. 4, p. 2759-2790, 2025. DOI: https://doi.org/10.1007/s11191-025-00618-3.

APA

Galiç, S., Urhan, S., Dost, Ş., & Lavicza, Z. (2025). Examining Mathematics Teachers Noticing the Rationality: Scenario-Based Training with AI Chatbot. Science & Education, 34(4), 2759-2790. https://doi.org/10.1007/s11191-025-00618-3

BibTeX
@article{galic2025,
  author = {Galiç, Selen and Urhan, Selin and Dost, Şenol and Lavicza, Zsolt},
  title = {Examining Mathematics Teachers Noticing the Rationality: Scenario-Based Training with AI Chatbot},
  year = {2025},
  journal = {Science \& Education},
  volume = {34},
  number = {4},
  pages = {2759-2790},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11191-025-00618-3},
  language = {en}
}
RIS
TY  - JOUR
AU  - Galiç, Selen
AU  - Urhan, Selin
AU  - Dost, Şenol
AU  - Lavicza, Zsolt
TI  - Examining Mathematics Teachers Noticing the Rationality: Scenario-Based Training with AI Chatbot
PY  - 2025
JO  - Science & Education
VL  - 34
IS  - 4
SP  - 2759
EP  - 2790
DO  - 10.1007/s11191-025-00618-3
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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