| Title: |
Empowering Mathematics Teacher Educators: Exploring Artificial Intelligence-Driven Mathematical Tasks |
| Language: |
English |
| Authors: |
Mahtob Aqazade (ORCID 0000-0001-8537-9870); Matthew Mauntel (ORCID 0000-0002-2168-8006); Sebnem Atabas (ORCID 0000-0001-9279-268X) |
| Source: |
School Science and Mathematics. 2026 126(1):24-43. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Teacher Educators; Mathematics Teachers; Artificial Intelligence; Teacher Education Programs; Preservice Teachers; Technology Uses in Education; Mathematics Instruction; Teacher Empowerment; Teacher Attitudes; Teaching Methods |
| DOI: |
10.1111/ssm.18339 |
| ISSN: |
0036-6803; 1949-8594 |
| Abstract: |
With the growing attention to generative artificial intelligence tools, particularly ChatGPT, there have been efforts to explore its implications for and applications in teacher education programs. Mathematics teacher educators (MTEs) can leverage ChatGPT as a facilitative tool to enhance preservice teachers' understanding, analyzing, and enacting of high-leverage, effective mathematics teaching practices. One such practice is designing mathematical tasks. In this study, we, three MTEs, utilized a self-study methodology to first highlight how our domains of knowledge informed our prompt engineering techniques given to ChatGPT to generate mathematical tasks and second, to share lessons learned from our interactions with ChatGPT during our critical friend dialogues. We primarily used our pedagogical and pedagogical content knowledge to craft prompts. Our prompt engineering techniques involved revising, generating, or editing. The lessons learned underlined the different conceptualizations of what constitutes a task, and the importance of articulating and navigating the learning goal throughout ChatGPT interactions. Our findings have implications for fostering MTEs' knowledge of using ChatGPT to generate mathematical tasks and ways of supporting current and future teachers in using ChatGPT in their classrooms. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1495761 |
| Database: |
ERIC |