ADAPTATION AND USE OF IA CHATBOTS (CHATGPT) AS A TOOL FOR MATHEMATICS TEACHER TRAINEES
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Keywords
ChatGPT, artificial intelligence, natural language, text generation, chatbots, math prompts, math education
Abstract
The main objective of this work was to propose implementation strategies for CHATGPT for the creation of pedagogical material for teachers in mathematics training. To achieve this, surveys were conducted among pre-service teachers who showed varying levels of familiarity with chatbots. Some had more experience, while others had limited knowledge, which could have affected their perception of these tools. However, the majority recognized its potential educational usefulness.
Lesson plans developed with and without instruction before the ChatGPT showed differences. Those created without guidance lacked clarity, whereas those created without guidance showed better structuring and resource selection. However, the tool cannot include specific curricular references without context.
The ChatGPT demonstrated the ability to autonomously generate assessments and workshops with precise instructions. However, the materials required revision because of the complexity of the tasks and thematic scope. This highlights the need for faculty to oversee any content created.
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Liliana Margarita Vitola Garrido
Faculty of Education and Sciences, Universidad de Sucre, Sincelejo 700001, Colombia.
Jhon Jairo Feria Diaz
Faculty of Engineering, Universidad de Sucre, Sincelejo 700001, Colombia.
Boris A. Medina Salgado
Faculty of Engineering, Universidad de Sucre, Sincelejo 700001, Colombia