Exploring mathematics teacher candidates' instrumentation process of generative artificial intelligence for developing lesson plans

Abstract

The interaction between humans and technologies has a long historical lineage. Presently, generative artificial intelligence tools such as ChatGPT are being employed for various purposes, especially in education and across diverse domains. These artificial intelligence tools carry significant potential to induce profound transformations in the overarching mission and vision of higher education institutions, thereby exerting a considerable influence on higher education institutions dedicated to training teaching professionals. In fact, tools influence and guide human activities through the genesis or development of "utilization schemes". This study aims to explore mathematics teacher candidates' instrumentation process of ChatGPT for developing lesson plans with particular attention to the utilization purposes and utilization schemes. The research was designed as a case study conducted during the spring semester of the 2022-2023 academic year. The participants included ten mathematics teacher candidates. The study lasted for eight weeks. The data collection tools used in the study included journals filled out by the participants at least once a week when they interacted with artificial intelligence, screenshots of the conversations between the participants and ChatGPT, and the lesson plans prepared by the participants. The collected data was analyzed within the framework of the instrumental approach. The content analysis results revealed that during the lesson planning process, teacher candidates used ChatGPT in six different utilization types associated with six distinct utilization purposes.