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Pre-Service Teachers and ChatGPT in Multistrategy Problem-Solving: Implications for Mathematics Teaching in Primary Schools

Artigo2024

Seyum Tekeher Getenet ORCID

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Resumo

This study compared the problem-solving abilities of ChatGPT and 58 pre-service teachers (PSTs) in solving a mathematical word problem using various strategies. PSTs were asked to solve a problem individually. Data was collected from PSTs' submitted assignments, and their problem-solving strategies were analyzed. ChatGPT was also given the same problem to solve with various prompts, and the correctness of its solutions and problem-solving strategies were assessed alongside those of PSTs. The results indicated that PSTs used diverse strategies and achieved accurate solutions, but not always relevant strategies to children's level of understanding. ChatGPT employed similar strategies to PSTs but mostly produced incorrect solutions, and its performance needed to be contextualized in the primary school context. The study highlights the potential of ChatGPT in mathematics teaching and informs teacher education programs about the possibility of using it in teaching problem-solving strategies.

Dados da obra

Tipo
Artigo
Periódico
International Electronic Journal of Mathematics Education, v. 19, n. 1, p. em0766
Ano
2024 (2024-01-23)
Idioma
en
Palavras-chave
Problem Solving; Ability; Preservice Teachers; Artificial Intelligence; Man Machine Systems; Natural Language Processing; Comparative Analysis; Word Problems (Mathematics); Mathematical Logic; Elementary School Mathematics; Mathematics Instruction; Preservice Teacher Education; ChatGPT; pre-service teachers; mathematical problem solving; problem-solving strategies; mathematical word problems; primary school mathematics; teacher professional development; large language models
Temas
Formação de Professores de Matemática, Resolução de Problemas
DOI
10.29333/iejme/14141
ISSN
1306-3030
Licença
cc-by
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
GETENET, Seyum Tekeher. Pre-Service Teachers and ChatGPT in Multistrategy Problem-Solving: Implications for Mathematics Teaching in Primary Schools. International Electronic Journal of Mathematics Education, v. 19, n. 1, p. em0766, 2024. DOI: https://doi.org/10.29333/iejme/14141.

APA

Getenet, S. T. (2024). Pre-Service Teachers and ChatGPT in Multistrategy Problem-Solving: Implications for Mathematics Teaching in Primary Schools. International Electronic Journal of Mathematics Education, 19(1), em0766. https://doi.org/10.29333/iejme/14141

BibTeX
@article{getenet2024,
  author = {Getenet, Seyum Tekeher},
  title = {Pre-Service Teachers and ChatGPT in Multistrategy Problem-Solving: Implications for Mathematics Teaching in Primary Schools},
  year = {2024},
  journal = {International Electronic Journal of Mathematics Education},
  volume = {19},
  number = {1},
  pages = {em0766},
  doi = {10.29333/iejme/14141},
  language = {en}
}
RIS
TY  - JOUR
AU  - Getenet, Seyum Tekeher
TI  - Pre-Service Teachers and ChatGPT in Multistrategy Problem-Solving: Implications for Mathematics Teaching in Primary Schools
PY  - 2024
JO  - International Electronic Journal of Mathematics Education
VL  - 19
IS  - 1
SP  - em0766
DO  - 10.29333/iejme/14141
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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