CHATGPT IN THE ETHNOMATHEMATICS ACTIVITY DESIGN PROCESS: PRE-SERVICE MATHEMATICS TEACHERS’ PERSPECTIVES
Gülzade Karacı Yaşa
Source record
Source: Crossref
Published: Oct 6, 2026
DOI: 10.35379/cusosbil.1695936
Open original source ↗Source abstract
This study explored the effectiveness of ChatGPT in designing ethnomathematics activities based on pre-service mathematics teachers’ experiences, considering the benefits and challenges faced by pre-service teachers during the ethnomathematics task design process using ChatGPT. The participants were 37 senior pre-service mathematics teachers enrolled in elementary mathematics teacher education program at a public university. Data were gathered using a pre-information form assessing participants' prior knowledge of artificial intelligence tools, the activity design process, and ethnomathematics concept, as well as an opinionform to elicit their views on using ChatGPT for task design. The qualitative data were analyzed through content analysis of the participants' written responses on both forms. The findings indicated that all participants had sufficient prior knowledge of artificial intelligence tools and the activity design process, whereas their prior knowledge of ethnomathematics was limited. The findings highlight the benefits of using ChatGPT in activity design process, such as time efficiency and creative idea generation, as well as the challenges, including some pedagogical and technical limitations. These results emphasize that ChatGPT should be seen as a supportive tool rather than as a substitute for teachers’ skills and knowledge.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.