Preservice Teachers’ Interactions with Artificial Intelligence and Its Roles in the Process of Designing Mathematical Activities

Abstract

This study aimed to examine the pedagogical and cognitive decision-making areas in which preservice teachers’ interactions with ChatGPT were concentrated during the preparation phase of designing mathematical activities and to identify the roles assumed by artificial intelligence within these interactions, based on Artzt’s (1999) preparation phase framework. The study was conducted as a qualitative case study. The participants consisted of 15 third-year preservice mathematics teachers enrolled in an elementary mathematics teacher education program. Working in groups of three, the participants designed mathematical activities related to one of the fifth-grade learning outcomes. The data sources of the study included the participants’ written interactions with ChatGPT, artificial intelligence usage forms, and the mathematical activities developed at the end of the process. The data were analyzed through content analysis. The findings revealed that preservice teachers used artificial intelligence across different decision-making areas, including considering student characteristics, structuring mathematical content, determining pedagogical preferences, organizing teacher–student roles, and selecting instructional materials. Within these interactions, artificial intelligence functioned as an information provider, design developer, thought-provoking tool, validating consultant, resource recommender, and language editor. The findings also indicated that the ways in which artificial intelligence was used varied depending on the mathematical content of the selected learning outcomes. The results suggest that the use of artificial intelligence in teacher education should be addressed not only as a technical skill but also in relation to pedagogical decision-making, critical evaluation, and activity design processes.