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Journals / Bayburt Eğitim Fakültesi Dergisi / 2026 / Cilt: 21 Sayı: 50

Mathematical Activities Created by Pre-service Elementary Mathematics Teachers Using ChatGPT: Design Components and Experiences

İlköğretim Matematik Öğretmeni Adaylarının ChatGPT ile Oluşturdukları Matematiksel Etkinlikler: Tasarım Bileşenleri ve Deneyimler

Tuğba Yulet Yılmaz(VAN YÜZÜNCÜ YIL ÜNİVERSİTESİ)0000-0003-2872-4062
Ahmet Şahin(VAN YÜZÜNCÜ YIL ÜNİVERSİTESİ)0009-0001-6204-9577
Muhammed Özmen(VAN YÜZÜNCÜ YIL ÜNİVERSİTESİ)0009-0003-3540-1170
Muhammed Ulus(VAN YÜZÜNCÜ YIL ÜNİVERSİTESİ)0009-0000-8330-578X
Hüseyin Maman(VAN YÜZÜNCÜ YIL ÜNİVERSİTESİ)0009-0008-2506-0073
Pages
689–723
Publication Date
2026-06-22
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings revealed that most activities had clear and understandable objectives, purpose-aligned and practical materials, and easy-to-follow instructions that supported goal achievement.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine the experiences of pre-service elementary mathematics teachers with ChatGPT in the context of designing mathematical activities.
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Key Findings & Data:Designed as a case study, the research involved 22 pre-service teachers from a public university.
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Conclusion & Impact:Findings revealed that most activities had clear and understandable objectives, purpose-aligned and practical materials, and easy-to-follow instructions that supported goal achievement.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:ChatGPT · Matematiksel etkinlik · Öğretmen adayı

Abstract

This study aims to examine the experiences of pre-service elementary mathematics teachers with ChatGPT in the context of designing mathematical activities. Designed as a case study, the research involved 22 pre-service teachers from a public university. Data were collected through transcripts of written interactions with ChatGPT during activity design and semi-structured interviews. Mathematical activities created with ChatGPT were analyzed using descriptive analysis, while interview data were examined through content analysis. Findings revealed that most activities had clear and understandable objectives, purpose-aligned and practical materials, and easy-to-follow instructions that supported goal achievement. However, components requiring pedagogical sensitivity, such as inclusivity and student roles and responsibilities, were found to be less developed. Pre-service teachers’ views highlighted ChatGPT’s instructional potential in mathematics education but emphasized that its effective use requires a supervised, critical approach and pedagogical expertise, bringing forward several practical recommendations.

Özet

Bu araştırmanın amacı, ilköğretim matematik öğretmen adaylarının ChatGPT deneyimlerini, tasarladıkları matematiksel etkinlikler bağlamında incelemektir. Durum çalışması deseninde yürütülen araştırmanın katılımcılarını, bir devlet üniversitesinde öğrenim gören 22 ilköğretim matematik öğretmen adayı oluşturmaktadır. Veriler, adayların etkinlik tasarlarken ChatGPT ile gerçekleştirdikleri yazılı iletişimlerin dökümünden oluşan dokümanlar ve bu deneyimlerine ilişkin görüşlerini almak amacıyla oluşturulan yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. ChatGPT desteğiyle tasarlanan matematiksel etkinlikler betimsel analiz, görüşmeler ise içerik analizi ile çözümlenmiştir. Bulgular, ChatGPT desteğiyle tasarlanan etkinliklerin çoğunda amaç bileşenin net ve anlaşılır, materyallerin amaçla uyumlu, işlevsel ve pratik, yönergelerin takibinin kolay ve amaca ulaşmayı sağlayacak şekilde olduğunu göstermiştir. Buna karşın, pedagojik hassasiyet gerektiren kapsayıcılık ile öğrenci rol ve sorumlulukları bileşenleri daha düşük yeterlik düzeyinde ortaya çıkmıştır. Öğretmen adaylarının görüşleri, ChatGPT’nin matematik eğitiminde öğretimsel potansiyel taşıdığına ancak bu potansiyelin etkin biçimde kullanılabilmesi için denetimli, eleştirel bir yaklaşım ve pedagojik uzmanlık gerektirdiğine dikkat çekmekte ve çeşitli önerileri gündeme getirmektedir.

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Cite This Article

Yılmaz, T. Y., Şahin, A., Özmen, M., Ulus, M., Maman, H. (2026). Mathematical Activities Created by Pre-service Elementary Mathematics Teachers Using ChatGPT: Design Components and Experiences. Bayburt Eğitim Fakültesi Dergisi, Cilt: 21 Sayı: 50, 689–723. https://doi.org/10.35675/befdergi.1740803

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