Citation Link: https://doi.org/10.3389/frai.2024.1460337
Using large language models to support pre-service teachers mathematical reasoning—an exploratory study on ChatGPT as an instrument for creating mathematical proofs in geometry
Publication Type
Article
Author(s)
Subjects
Mathematical proof
Mathematics education
Exploratory research
Qualitative research
Language of mathematics
Mathematical logic
Qualitative analysis
Computer science
Psychology
Mathematics
Geometry
Algorithm
Social science
Sociology
Date Issued
2024
Abstract
In this exploratory study, the potential of large language models (LLMs), specifically ChatGPT to support pre-service primary education mathematics teachers in constructing mathematical proofs in geometry is investigated. Utilizing the theoretical framework of instrumental genesis, the prior experiences of students with LLMs, their beliefs about the operating principle and their interactions with the chatbot are analyzed. Using qualitative content analysis, inductive categories for these aspects are formed. Results indicate that students had limited prior experiences with LLMs and used them predominantly for applications that are not mathematics specific. Regarding their beliefs, most show only superficial knowledge about the technology and misconceptions are common. The analysis of interactions showed multiple types of in parts mathematics-specific prompts and patterns on three different levels from single prompts to whole chat interactions.
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