Abstract
The study investigates K-12 teachers’ levels of AI literacy and to identify the challenges and opportunities of implementing ChatGPT 4.0 in their math classes. ChatGPT 4.0 played the role as students’ partner to create simultaneous prompting questions in their mathematics classes in the U.S.A. Research (Saclarides & Harbour, 2023) shows one-on-one interactive learning process vis-à-vis simultaneous prompting questions (Morse, 2023; Sönmez & Alptekin, 2020) produced high effective K-12 math learning outcomes. The study examines how Gen AI tools can support simultaneous prompting questions in one-on-one learning process in K-12 math classes. Fifty-three K-12 in-service teachers took an AI literacy survey as a baseline to prepare for their ChatGPT 4.0 training. Twenty K-12 teachers implemented inquiry-based model so students have self-learning time to work with ChatGPT 4.0’s simultaneous prompting questions. After one month of ChatGPT 4.0 intertwined in math learning process, the twenty K-12 math teachers participated in the follow-up interviews to identify the challenges and opportunities of using ChatGPT 4.0 in their math classes. The findings show that significant challenges of using ChatGPT 4.0 are the limitation of understanding students’ questions. K-12 math teachers agreed that ChatGPT significantly save their time so they can spend time in focused students. ChatGPT 4.0 provided more opportunities for K-12 teachers to improve math methods with AI. How K-12 teachers optimize AI tools in their mathematics methods and how AI algorithm can be trained by a neural network in different math classes is discussed.
Presenters
Hsuehi LoAssociate Professor, Teacher Development, St. Cloud State University, Minnesota, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI simultaneous prompting questions, ChatGPT 4.0 Professional development, K-12 mathematics
