Future mathematics teachers' perceptions of using ChatGPT in the classroom

Mustafa Güler; Erdem Çekmez; Zeynep Arslan

doi:10.24310/ijtei.112.2025.21175

Authors

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

DOI:

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

Keywords:

Artificial intelligence, ChatGPT, Mathematics education, Future teachers, Perspectives

Abstract

Although artificial intelligence (AI) has become a potential driver in the field of education, little is known about stakeholders’ perspectives. To address this issue, this qualitative inquiry paper attempted to determine the views of pre-service teachers regarding the role of AI in mathematics instruction. A total of 72 pre-service mathematics teachers participated in the survey, which consisted of open-ended questions. The gathered data was analyzed by seven-phase method. Although pre-service teachers believe ChatGPT can support students in terms of cognitive and affective factors, it has some disadvantages including preventing thinking and ethical concerns. In addition, the study reports the areas in which the participants thought of using ChatGPT in mathematics education. Finally, the paper discusses the use of ChatGPT in educational settings and applications of AI in teacher education.

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Publisher: Universidad de Málaga

Author Biographies

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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