Integrating ChatGPT in Mathematics Teacher Education: AI-Based Simulation Role-Playing to Support Practice-Based Teaching
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Resumo
Responding to national calls to integrate generative AI into mathematics teacher education, this study developed Student ChatGPT, a custom chatbot designed as an interactive role-playing simulation for preservice secondary mathematics teachers (PSMTs). Specifically, Student GPT simulated a middle school student with misconceptions in ratio reasoning, providing opportunities for PSMTs for practice-based teaching experience. Through qualitative analysis of interactions between PSMTs and Student ChatGPT, an analytic framework was developed focusing on three domains: affective, communicative, and technical, to assess the behavior, strengths, and weaknesses of Student GPT. The results showed that the Student GPT demonstrates strengths in positive expression, clarity, relevance, error types, knowledge, and consistency. These advantages suggest that Student GPT can serve as a practice-based training tool to help PSMTs deepen their pedagogical content knowledge for teaching. However, limitations were noted in negative expression, language, acquisition, and role confusion. Despite these limitations, this study proposed that Student GPT is a valuable tool offering PSMTs low-risk, personalized, and interactive teaching experiences resembling real teacher-student interactions. Implications for mathematics teaching and directions for future research were discussed.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Artificial Intelligence in Education, v. 35, n. 6, p. 3873-3895
- Editora
- Springer Science+Business Media
- Ano
- 2025 (2025-10-19)
- Idioma
- en
- Palavras-chave
- Artificial Intelligence; Technology Uses in Education; Technology Integration; Computer Simulation; Role Playing; Preservice Teachers; Mathematics Teachers; Secondary School Teachers; Relevance (Education); Error Patterns; Knowledge Level; Practicums; Pedagogical Content Knowledge; Self Expression; Teacher Student Relationship; Interaction; Mathematics Instruction; ChatGPT; pre-service mathematics teachers; role-play simulation; chatbots; misconceptions; practice-based teaching; teacher-student relationship; high school mathematics teaching
- Temas
- Formação de Professores de Matemática
- DOI
- 10.1007/s40593-025-00519-0
- ISSN
- 1560-4292, 1560-4306
- Licença
- cc-by-nc-nd
- Acesso
- Acesso aberto
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ZHUANG, Yuling; ZHANG, Si. Integrating ChatGPT in Mathematics Teacher Education: AI-Based Simulation Role-Playing to Support Practice-Based Teaching. International Journal of Artificial Intelligence in Education, v. 35, n. 6, p. 3873-3895, 2025. DOI: https://doi.org/10.1007/s40593-025-00519-0.
APA
Zhuang, Y., & Zhang, S. (2025). Integrating ChatGPT in Mathematics Teacher Education: AI-Based Simulation Role-Playing to Support Practice-Based Teaching. International Journal of Artificial Intelligence in Education, 35(6), 3873-3895. https://doi.org/10.1007/s40593-025-00519-0
BibTeX
@article{zhuang2025,
author = {Zhuang, Yuling and Zhang, Si},
title = {Integrating ChatGPT in Mathematics Teacher Education: AI-Based Simulation Role-Playing to Support Practice-Based Teaching},
year = {2025},
journal = {International Journal of Artificial Intelligence in Education},
volume = {35},
number = {6},
pages = {3873-3895},
publisher = {Springer Science+Business Media},
doi = {10.1007/s40593-025-00519-0},
language = {en}
}RIS
TY - JOUR AU - Zhuang, Yuling AU - Zhang, Si TI - Integrating ChatGPT in Mathematics Teacher Education: AI-Based Simulation Role-Playing to Support Practice-Based Teaching PY - 2025 JO - International Journal of Artificial Intelligence in Education VL - 35 IS - 6 SP - 3873 EP - 3895 DO - 10.1007/s40593-025-00519-0 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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