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The Use Of ChatGPT in Mathematics Tasks and Pre-Service Teachers' Experiences

ChatGPT’ nin Matematik Görevlerinde Kullanımı ve Öğretmen Adaylarının Deneyimleri

Zeynep Çiftci(ATATURK UNIVERSITY)0000-0002-3828-6230
Tuba Öz(ATATÜRK ÜNİVERSİTESİ)0000-0003-0536-9360
Orhan Çiftci(TC MİLLİ EĞİTİM BAKANLIĞI ERZURUM)0000-0002-5969-9464
Pages
1–26
Publication Date
2026-06-30
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AI Summary & Key Takeaways

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

According to the results of the study, while the prompts created by the pre-service teachers in ChatGPT showed a great variety, most of the pre-service teachers created prompts in ChatGPT by writing the entire task.

📌 3 Key Takeaways

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Objective & Hypothesis:The Use Of ChatGPT in Mathematics Tasks and Pre-Service Teachers' Experiences Zeynep ÇİFTCİ Tuba ÖZ Orhan ÇİFTCİ Abstract: This study focuses on determining how pre-service teachers create prompts when using ChatGPT to solve mathematics tasks, the accuracy of the answers of pre-service teachers and ChatGPT, and the opinions of pre-service teachers about ChatGPT.
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Key Findings & Data:The potential of ChatGPT to be used in education is interesting because large language models such as ChatGPT inherently provide different answers to each user in line with the prompts entered and these answers carry the risk of being inaccurate.
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Conclusion & Impact:According to the results of the study, while the prompts created by the pre-service teachers in ChatGPT showed a great variety, most of the pre-service teachers created prompts in ChatGPT by writing the entire task.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:ChatGPT · Chatbot · OPenAI

Abstract

The Use Of ChatGPT in Mathematics Tasks and Pre-Service Teachers' Experiences Zeynep ÇİFTCİ Tuba ÖZ Orhan ÇİFTCİ Abstract: This study focuses on determining how pre-service teachers create prompts when using ChatGPT to solve mathematics tasks, the accuracy of the answers of pre-service teachers and ChatGPT, and the opinions of pre-service teachers about ChatGPT. The potential of ChatGPT to be used in education is interesting because large language models such as ChatGPT inherently provide different answers to each user in line with the prompts entered and these answers carry the risk of being inaccurate. This study is thought to contribute to the expanding literature on whether ChatGPT can be used in the field of mathematics education. 32 pre-service teachers were asked to complete two distinct mathematical tasks with the support of ChatGPT. ChatGPT chats, task solutions, and opinion forms of pre-service teachers were analyzed using qualitative content analysis. According to the results of the study, while the prompts created by the pre-service teachers in ChatGPT showed a great variety, most of the pre-service teachers created prompts in ChatGPT by writing the entire task. It was concluded that although the ChatGPT answers were correct at an acceptable level in algebra, they were incorrect at a very high rate in geometry. Among the opinions of pre-service teachers about ChatGPT, quick access to information and feedback, sufficient explanatory information, lack of figures and visuals, inconsistent information, and being deficient in the field of mathematics come to the fore. Keywords: ChatGPT, Chatbot, OPenAI, Mathematics Education, AIEd, Artificial Intelligence

Özet

ChatGPT’ nin Matematik Görevlerinde Kullanımı ve Öğretmen Adaylarının Deneyimleri Zeynep ÇİFTCİ Tuba ÖZ Orhan ÇİFTCİ Öz: Bu çalışma, öğretmen adaylarının matematik görevlerini çözümünde ChatGPT kullanırken nasıl istem oluşturduklarını, öğretmen adaylarının ve ChatGPT’nin cevaplarının doğruluğunu ve öğretmen adaylarının ChatGPT ile ilgili görüşlerini belirlemeye odaklanmaktadır. ChatGPT gibi büyük dil modelleri doğası gereği her kullanıcıya girilen istemler doğrultusunda farklı cevaplar sunması ve bu cevapların hatalı olma riski taşıması nedeniyle ChatGPT’nin eğitimde kullanılma potansiyeli ilgi çekicidir. Bu çalışma ile ChatGPT’nin matematik eğitimi alanında kullanılıp kullanılamayacağı konusunda genişleyen literatüre katkı sağlayacağı düşünülmektedir. 32 öğretmen adayından ChatGPT yardımıyla iki farklı matematik görevini çözmeleri istenmiştir. Öğretmen adaylarının ChatGPT sohbetleri, görev çözümleri ve görüş formları nitel içerik analizi kullanılarak analiz edilmiştir. Araştırmanın sonuçlarına göre öğretmen adaylarının ChatGPTde oluşturdukları istemler büyük bir çeşitlilik gösterirken öğretmen adaylarının çoğu görevin tamamını yazarak ChatGPTde istem oluşturmuşlardır. ChatGPT cevaplarının cebir alanında kabul edilebilir düzeyde doğru olmasına karşın geometri alanında oldukça yüksek oranda yanlış olduğu sonucuna ulaşılmıştır. Öğretmen adaylarının ChatGPT hakkındaki görüşlerinden bilgiye hızlı erişim, geri dönüt, yeterli düzeyde açıklayıcı bilgi sağlama, şekil ve görsel eksikliği, tutarsız bilgi vermesi ve matematik alanında eksik olması öne çıkmaktadır. Anahtar kelimeler: ChatGPT, Chatbot, OPenAI, Matematics Education, AIEd, Artifical intelligence

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Cite This Article

Çiftci, Z., Öz, T., Çiftci, O. (2026). The Use Of ChatGPT in Mathematics Tasks and Pre-Service Teachers' Experiences. İZÜ Eğitim Dergisi, Cilt: 8 Sayı: 1, 1–26. https://doi.org/10.46423/izujed.1793325

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