Concurrent Session #9: Designing a Culturally Relevant Mathematical Task using ChatGPT: Affordances and Challenges

Alternative Title

Designing a Culturally Relevant Mathematical Task using ChatGPT: Affordances and Challenges

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2023 : Orlando, Fla.)

Location

Key West B

Start Date

25-9-2023 2:45 PM

End Date

25-9-2023 3:00 PM

Publisher

University of Central Florida Libraries

Keywords:

Culturally relevant pedagogy; Preservice teachers; ChatGPT; Mathematical task design; Technology acceptance model

Subjects

Culturally relevant pedagogy; Student teaching--Research; Mathematics--Study and teaching--Technological innovations; Multicultural education--Computer-assisted instruction; Teachers--Effect of technological innovations on

Description

Despite the importance of using a culturally relevant mathematical task and its significant impact on student learning, preservice teachers have difficulties with designing a culturally relevant mathematical task for students. In this presentation, I will present how 90 preservice teachers enrolled in an elementary mathematics methods course design a culturally relevant mathematical task, how they interact with ChatGPT to revise their initial culturally relevant mathematical task, how they revise their initial culturally relevant mathematical task after interacting with ChatGPT, their experiences with ChatGPT, and their survey responses using technology acceptance model (six perceived usefulness questions and six perceived ease-of-use questions).

Language

eng

Type

Presentation

Rights Statement

All Rights Reserved

Audience

Students (preservice teachers), Faculty, Educators

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Sep 25th, 2:45 PM Sep 25th, 3:00 PM

Concurrent Session #9: Designing a Culturally Relevant Mathematical Task using ChatGPT: Affordances and Challenges

Key West B

Despite the importance of using a culturally relevant mathematical task and its significant impact on student learning, preservice teachers have difficulties with designing a culturally relevant mathematical task for students. In this presentation, I will present how 90 preservice teachers enrolled in an elementary mathematics methods course design a culturally relevant mathematical task, how they interact with ChatGPT to revise their initial culturally relevant mathematical task, how they revise their initial culturally relevant mathematical task after interacting with ChatGPT, their experiences with ChatGPT, and their survey responses using technology acceptance model (six perceived usefulness questions and six perceived ease-of-use questions).

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