Abstract:

Acceptable uses of artificial intelligence (AI) are debated throughout higher education. Often educators are concerned with cheating, plagiarism, passive learning, and declining development of students’ critical thinking skills [1], [2], [3], [4]. To mitigate concerns, institutions are developing AI policies, but at present, roughly 14% of college administrations have such policies [5].

Historically, educators often viewed new technological tools with skepticism [2], [6], [7], [8]. Educators debated appropriate uses of calculators [6], [7], Internet resources [8], [9], and mobile phones. However, these tools are now prevalent throughout education. Similarly, teachers might initially view AI as a tool with negative effects. However, the researchers believe AI might become an integral tool of a transformative classroom [2].

Before a tool becomes integral, it must work, users must know how to use it, and it must produce quality outcomes [3]. In this study, researchers sought to determine if ChatGPT met these requirements for preservice mathematics methods courses.

This study elaborates on the process used to produce sets of inputs that guide ChatGPT into producing lesson plans. These AI-generated lesson plans were compared to those created by pre-service teachers. Specifically, this study sought to answer the following research questions:

1) Can ChatGPT be used to produce lesson plans for specific mathematical objectives?
2) How do different types of prompts affect the output of lesson plans generated by ChatGPT?
3) How do lesson plans generated by ChatGPT compare to those designed by pre-service teachers?

Implications from this research could lead to the reduction in time allotted to teaching lesson plan design. When preservice teachers become skilled in designing GPT-based lesson plans, the focus shifts from creating lesson plans to evaluating and refining AI-generated lesson plans. Moreover, this could be a significant time-saver within methods courses which could be used to explore other relevant aspects of teaching mathematics.

References:
[1] K. Roose, Don’t Ban ChatGPT in Schools. Teach With it., The New York Times, 2023. Retrieved from https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html
[2] R. Green-Harper, The Pros and Cons of Using AI in Learning: Is ChatGPT Helping or Hindering Learning Outcomes?, eLearning Industry, 2023.
[3] G. Picha, Effective Technology Use in Math Class, Edutopia, 2018. Retrieved from https://www.edutopia.org/article/effective-technology-use-math-class/
[4] Office of Educational Technology, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update, 2017. Retrieved from https://tech.ed.gov/netp/
[5] S. D’Agostino, GPT-4 Is Here. But Most Faculty Lack AI Policies., Inside Higher Education, 2023.
[6] D. Quinn, “Calculators in the Classroom,” NASSP Bulletin, vol. 60, no. 396, pp. 77-80, 1976.
[7] D. L. Shult, “Calculators, Computers, and Exceptional Children,” Journal of Special Education Technology, vol. 2, no. 1, pp. 59-65, 1978.
[8] E. Loong, and B. White, ResearchGate, Teaching Mathematics Using the Internet, 2003. Retrieved from https://www.researchgate.net/publication/262854762_Teaching_mathematics_using_the_internet
[9] M. Trucano, EduTech, Debating Technology Use in Education, 2011. Retrieved from https://blogs.worldbank.org/edutech/edutech-debates

Keywords:

Artificial Intelligence, Mathematics, Education, Pre-Service Teacher, Technology, Higher Education, Lesson Plan.