PROMOTING TEACHERS' USE OF CHATGPT: ACASE STUDYON GENERATING REAL-WORLD PROBLEMS IN 10TH GRADE ALGEBRA INSTRUCTION

Abstract

The application of AI, particularly ChatGPT, is being extensively studied in education to generate new content, support personalized learning, and facilitate self-directed study. This study aimed to promote teachers’ use of ChatGPT to generate real-world mathematical problems by engaging them in a guided process of training the chatbot using structured prompts and examples drawn from a 10th-grade algebra textbook. Participating teachers explored ChatGPT’s capabilities across different algebra topics and discussed its effectiveness in generating authentic problem contexts. Over a five-week intervention with 33 mathematics teachers, results indicated statistically significant improvements in key factors of technology acceptance and ChatGPT adoption, based on the Technology Acceptance Model (TAM). Despite limitations related to sample size and context, teachers generally found ChatGPT-generated problems acceptable, demonstrated initial proficiency in training the tool for educational use, and expressed intentions to integrate ChatGPT into future teaching practices.