Using ChatGPT as a Lesson Planning Assistant with Preservice Secondary Mathematics Teachers

Abstract The purpose of this qualitative study was to examine the use of ChatGPT as a lesson planning assistant with preservice teachers (PSTs) of secondary mathematics. PSTs asked ChatGPT to solve a mathematics problem and to assist with lesson planning in a microteaching context in a methods course. The PSTs first completed parts of the lesson plan individually, then asked ChatGPT to do the same thing, reflecting on the output. They then used ChatGPT any way they saw fit throughout the planning process. An analysis of the PSTs’ reflective statements about ChatGPT’s output revealed the importance of critical and evaluative reflection. Although PSTs were generally accurate in their assessment of pedagogical output, noting that ChatGPT’s suggested lessons were teacher-centered and repetitive, indicating little knowledge of students’ needs, they were less accurate about their assessment of mathematical output, often attributing incorrect solutions as a “different approach'' to the problem. The findings of this study have implications for the value of a reflective process for PSTs when using ChatGPT and other chatbots for lesson planning and solving mathematics problems.