Future mathematics teachers' perceptions of using ChatGPT in the classroom

Mustafa Güler; Erdem Çekmez; Zeynep Arslan

doi:10.24310/ijtei.112.2025.21175

Autores/as

Mustafa Güler Trabzon University, Turquía https://orcid.org/0000-0002-4082-7585
Erdem Çekmez Trabzon University, Turquía https://orcid.org/0000-0001-8684-2820
Zeynep Arslan Trabzon University, Turquía https://orcid.org/0000-0002-7864-0636

DOI:

https://doi.org/10.24310/ijtei.112.2025.21175

Palabras clave:

Inteligencia artificial, ChatGPT, Educación matemática, Futuros profesores, Perspectivas

Resumen

Aunque la inteligencia artificial (IA) se ha convertido en un motor potencial en el ámbito de la educación, se sabe poco sobre las perspectivas de las partes interesadas. Para abordar esta cuestión, este trabajo de investigación cualitativa trató de determinar las opiniones de los profesores en formación sobre el papel de la IA en la enseñanza de las matemáticas. Un total de 72 profesores de matemáticas en formación participaron en la encuesta, que consistió en preguntas abiertas. Los datos recogidos se analizaron mediante el método de siete fases de Lester et al. (2020). Aunque los PT creen que ChatGPT puede apoyar a los estudiantes en términos de factores cognitivos y afectivos, tiene algunas desventajas, incluyendo la prevención del pensamiento y las preocupaciones éticas. Además, el estudio informa de las áreas en las que los participantes pensaban utilizar ChatGPT en la enseñanza de las matemáticas. Por último, el artículo analiza el uso de ChatGPT en entornos educativos y las aplicaciones de la IA en la formación de profesores.

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Biografía del autor/a

Mustafa Güler, Trabzon University,

Trabzon University, Fatih Faculty of Education, Department of Mathematics and Science Education, Mathematics Education, Trabzon, Türkiye

Erdem Çekmez, Trabzon University,

Trabzon University, Fatih Faculty of Education, Department of Mathematics and Science Education, Mathematics Education, Trabzon, Türkiye

Zeynep Arslan, Trabzon University,

Trabzon University, Fatih Faculty of Education, Department of Mathematics and Science Education, Mathematics Education, Trabzon, Türkiye

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