Enhancing mathematics teachers’ contextualization of mathematics content in welding and fabrication trade Area Using ChatGPT AI and Meta AI

Enhancing mathematics teachers’ contextualization of mathematics content in welding and fabrication trade Area Using ChatGPT AI and Meta AI | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Enhancing mathematics teachers’ contextualization of mathematics content in welding and fabrication trade Area Using ChatGPT AI and Meta AI Philip Adjei Acheampong, Matilda Sarpong Adusei, Leticia Nana Sam This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7142307/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract Mathematics is the foundation of all TVET trade areas, particularly welding and fabrication. However, linking mathematics concepts to the welding and fabrication trades remains a challenge in the literature. To address this gap, this study investigated the potential use of ChatGPT AI to assist mathematics teachers in contextualising mathematics examples and tasks in the welding and fabrication trades. An exploratory case study research design was used to investigate the feasibility and effectiveness of using ChatGPT and Meta AI to contextualise mathematics examples and tasks in the welding and fabrication trade area. All welding and fabrication-related mathematics concepts were chosen based on the American Welding Society's fabrication mathematics I and II, as well as the Mathematics Curriculum for Welders (Northeast Wisconsin Technical Colleges). Two mathematics teachers searched ChatGPT AI and Meta AI for specific examples and questions about the various concepts in welding and fabrication at a TVET second cycle institution. Experts in the welding and fabrication trades assessed the output. The data was analysed using both content and thematic analyses. The findings revealed that both ChatGPT and Meta AI generated mathematics tasks and examples demonstrating the contextualisation of mathematics content in the WF trade area. Furthermore, the findings revealed that contextualise problems are consistent with specific mathematical competencies required in the WF trade area and meet the cognitive demand level for students in the WF trade area. This novel approach can thus improve students' understanding and application of mathematical concepts in the context of their trade, eventually bridging the gap between theory and practice in vocational education. Contextualization Welding and Fabrication ChatGPT AI Meta AI mathematics teachers mathematics content Figures Figure 1 Introduction Mathematics is extremely important in technical and vocational education and training (TVET), particularly in trades like welding and fabrication. According to the literature, all forms of skilled work contain some degree of mathematics (FitzSimons & Boistrup, 2017). The ability to apply mathematical concepts to real-world situations is critical for students' success in their chosen trades (Dalby & Noyes, 2015 ; Muhrman, 2016 ; FitzSimons & Boistrup, 2017). Studies have shown that designing mathematics course content based on students' chosen tracks increases their interest, understanding of concepts, and, as a result, performance (Rusmar, 2017; Howell & Walkington, 2019; Mirabueno & Boyon, 2020 ; Muhrman, 2022 ). Graduate students are expected to bridge the gap between theoretical mathematics and practical application in various mathematical requirements in the workplace (Ellström, 2010 ). However, the challenge is to effectively contextualise mathematics content so that it is relevant and applicable to the specific trade area. According to research, teachers of mathematics find it difficult to contextualise mathematics in the TVET trade area due to a lack of training and resources such as textbooks (Fitzmaurice et al., 2021 ). According to FitzSimons and Boistrup (2017), teachers typically spend a significant amount of time contextualising mathematical content in order to effectively communicate with their students. Recontextualization is a skill that teachers must develop in order to provide mathematical competencies to students who will not be employed in academia but will work in a variety of industries and careers (FitzSimons and Boistrup, 2017). Educational approaches that incorporate authentic workplace contexts have been shown to motivate students to learn mathematics while also providing them with a practical understanding of how mathematics will be used in their future careers (Dalby and Noyes, 2016 ). A positive and direct link between mathematics and vocational subjects promotes a more positive attitude in vocational students while also providing them with valuable insight into the role of mathematics in their future profession (Frejd & Muhrman, 2022 ). For example, Muhrman ( 2022 ) stated that vocational students can be motivated to learn mathematics when mathematics is integrated into vocational courses and students are given opportunities to work with these vocationally integrated mathematical tasks, particularly in a vocationally authentic setting. Teaching mathematics contextually in TVET institutions may have a positive impact on students' achievement in both the process and outcome of learning mathematics (Rusmar, 2017). Muhrman ( 2022 ) agreed, stating that mathematics lessons should be relevant to the workplace. Teachers are expected to select mathematical content and examples that are relevant to the specific trade area in which they are teaching (Muhrman, 2022 ). According to Dalby and Noyes ( 2015 ), teaching mathematics contextually helps to make it more meaningful for TVET students. In this case, the students understand the importance of learning mathematics and recognise the relevance of mathematics content in their chosen career. The literature suggests that traditional teaching methods frequently fail to connect abstract mathematical concepts to practical applications in TVET trade areas such as welding and fabrication (Vimbelo & Bayaga, 2023 ). This gap impedes students' comprehension and ability to apply mathematical knowledge to real-world situations, particularly in their chosen career (Brantlinger, 2022 ; Frejd & Muhrman, 2022 ). For example, Istas, Walkington, Leyva, and Bernacki (2021) found that, despite the benefits of algebra in engineering, most students do not use it. To address this, previous research has suggested the use of humanising pedagogy (Vimbelo & Bayaga, 2024 ) and relational pedagogy (Gidlund, 2020 ). Despite the benefits of technology in education, there has been little research on the use of technology to contextualise mathematics content for specific trade areas such as welding and fabrication, resulting in a gap in the literature. To address this issue, this study proposes using chat Generative Pre-trained Transformer (GTP) Artificial Intelligence (AI) and Meta AI to help mathematics teachers contextualise mathematics examples and tasks in the welding and fabrication trades. Since welding and fabrication is a professional course, mathematics content taught to these students should be contextualised to provide the mathematical competencies needed in that trade (Hwang & Utami, 2024 ). Taani and Alabidi ( 2024 ) stated that ChatGPT can be used to generate mathematcs questions for students. ChatGPT has the potential to generate high-quality problems free of lexical diversity, with high cohesion and optimal readability (Norberg et al., 2023 ). This study therefore seeks to findout if teachers can use AI to provide students with relevant and practical examples of mathematical concepts applied to welding and fabrication. Research Questions Can ChatGTP and Meta AI generate sample questions that demonstrate the contextualization of mathematics content in WF trade area? Are the mathematics problems generated by ChatGPT AI and Meta AI meet the appropriate difficulty level for students in the WF trade Area? Are the mathematics questions generated by ChatGTP and Meta AI aligns with specific mathematical competencies required in WF trade area? Technology Adoption Theory Davis ( 1985 ) developed the Technology Acceptance Model (TAM) with two principal objectives. The model sought to improve our understanding of user acceptance processes, providing new theoretical insights on the effective design and integration of information systems. Secondly, TAM aimed to create a theoretical framework for an effective "user acceptance testing" methodology, enabling system developers and implementers to evaluate prospective new systems before their actual implementation (Davis, 1985 ). Davis's (1985) model posits that a user's general attitude towards a particular system substantially affects their actual utilisation of it. The Technology Acceptance Model (TAM) has become a crucial framework for analysing the determinants that influence individuals' acceptance or rejection of technology. The Technology Acceptance Model (TAM) posits that a user's motivation is determined by three primary factors: perceived ease of use, perceived usefulness, and attitude towards usage (Granić & Marangunić, 2019 ). The model's robustness is demonstrated by multiple studies highlighting its broad applicability across diverse technologies and user demographics (Venkatesh, Morris, Davis, & Davis, 2003 ). Davis ( 1985 ) posited that a user's disposition towards a system significantly influences the decision to adopt or reject it. Perceived usefulness denotes the degree to which an individual believes that employing a particular system would enhance their job performance, whereas perceived ease of use relates to the extent to which an individual perceives that using the system would demand minimal physical or mental effort. It was additionally asserted that both beliefs are directly affected by the system's design attributes (denoted as X1, X2, and X3, as depicted in Fig. 1) (Granić & Marangunić, 2019 ). Over time, the Technology Acceptance Model (TAM) has become a significant theoretical framework for analysing the acceptance of educational technology among students, educators, and other essential stakeholders (Davis, 2011). The Technology Acceptance Model (TAM) is the dominant theory in e-learning acceptance literature, as demonstrated by the studies of Abdullah and Ward ( 2016 ), Šumak, Heričko, and Pušnik ( 2011 ), and Weerasinghe and Hindagolla ( 2017 ). User intentions to employ e-learning technology have predominantly been clarified through the application or augmentation of the TAM research model with supplementary pertinent constructs. Moreover, theoretical research synthesising empirical studies, especially reviews and meta-analyses, has focused on particular educational subjects. Scherer et al. ( 2019 ) performed a meta-analysis examining the Technology Acceptance Model (TAM) in relation to teachers' technology adoption, whereas Abdullah and Ward ( 2016 ) executed a quantitative meta-analysis concerning e-learning adoption. Additional academic contributions comprise Al-Emran et al.'s (2018) systematic literature review of the Technology Acceptance Model (TAM) within the mobile learning context and Šumak et al.'s ( 2011 ) meta-analysis of causal effect sizes among prevalent TAM-related associations. The systematic review in the educational domain demonstrated that the Technology Acceptance Model (TAM) and its various adaptations function as a comprehensive framework for assessing diverse learning technologies. Granić and Marangunić ( 2019 ) observed that the fundamental variables of the Technology Acceptance Model, perceived ease of use and perceived usefulness, serve as significant predictors of the acceptance of technology-enhanced learning. How the Theories guided this Study Research Question One: Is it possible for ChatGPT AI to produce sample questions that illustrate the contextualisation of mathematical content within the WF trade area? The focus of SLT on contextualisation would guide the evaluation of ChatGPT AI's capacity to produce contextualised mathematics questions. Research Question Two: Do the mathematics problems produced by ChatGPT AI satisfy the cognitive demand level required for students in the WF trade area? The perceived usefulness construct of TAM may affect the assessment of whether the produced mathematics problems fulfill the cognitive demand level necessary for students in the WF trade area. Research Question Three: Do the mathematics questions produced by ChatGPT AI correspond with the specific mathematical competencies necessary in the WF trade area? SLT's emphasis on genuine learning experiences would inform the evaluation of the generated mathematics questions in relation to the mathematical competencies necessary for the WF trade area. Methodology Two mathematics teachers from two TVET schools who teach mathematics to WF students in second cycle institutions were chosen for the study. These teachers have at least 12 years of experience teaching maths to WF students in Ghana. The two TVET schools were chosen because they are among Ghana's best TVET second-cycle institutions and have been educating WF students for over 20 years. These two schools have all of the necessary equipment for practical work in WF and have collaborated with both local and international organisations. In addition, a sector skill board (SSB) member and a curriculum expert in WF were considered for the research. The curriculum expert in WF, WF teacher and head of department (HoD) of WF are well-versed in the WF teaching syllabus and can provide information about WF students' mathematics requirements. SSB members have adequate knowledge to help bridge the gap between theoretical and practical requirements in the WF trade area. Ethical approvals was obtained from the "Humanities and Social Sciences Research Committee (HuSSREC) of Kwamme Nkrumah University of Science and Technology with reference number HuSSREC/AP/119/VOL.3" prior to this study. All research procedures were conducted in accordance with the approved protocol and relevant ethical guidelines outlined by HuSSREC. The participants were made to sign consent form prior to the data collection. Choosing of the Mathematics Topics for the Practical First, WF-specific mathematics content was chosen based on the American Welding Society's fabrication mathematics I and II, as well as the Math Curriculum for Welders (Northeast Wisconsin Technical Colleges), and was validated by curriculum experts, WF department heads, WF teachers, and WF SSB members. These include the topics and sub-topics that are specifically relevant to the WF trade area. These content areas were combined into one following the agreement of all four experts who serve as guides for the ChatGPT and Meta AI generated output. Generating the Output from the Chat GTP Mathematics teachers were asked to use the ChatGPT and Meta AI apps on their phones to find tasks and example for each content area. Teachers follow specific guidelines when collecting search terms before inputting them into ChatGPT AI and Meta AI for response. For example, when looking for terms in fractions, a phrase like this was used: " provide a contextualise problem specifically related to Welding and fabrication for second cycle institution in addition of fraction ". This allows the technology to generate specific examples relating to the content specified by each teacher. The outputs from the chart GTP were copied and pasted into a word document. This process was completed in six days, only on weekends (Saturday and Sunday), because the teachers were free and did not attend classes during this time. Assessment of Output from the ChatGPT by the Experts (HoD, curriculum experts and SSB member) The output from the two mathematics teachers were copied and saved as four word documents. Each document was distributed to experts (WF teacher, HoD in WF, curriculum experts, and SSB experts). These experts investigated whether the examples accurately represented the contextualisation of mathematics content in the WF trade area. They also determined whether the generated examples are of the appropriate difficulty level for students in the WF trade area, and whether the questions generated by ChatGPT AI align with specific mathematical competencies required in the WF trade area. Analysis of the Data Tables were used to present examples that had been contextualised. Furthermore, the experts' responses were analysed using content and thematic analysis based on predetermined themes such as appropriate level of difficulty and alignment with specific mathematical competencies required in the WF trade area. Results and Discussion Research Question One: Can ChatGPT AI generate sample questions that demonstrate the contextualization of mathematics content in WF trade area? The sample tasks or examples generated by both Chat GTP and Meta AI are presented in Table 1 . Table 1 Contextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI Areas Teacher 1(Chat GTP) Teacher 2 (Meta AI) Decimal Fraction Understanding Decimals and Place Values A welding project requires a piece of metal that is 2.75 feet long. If the metal needs to be cut into pieces that are 0.5 feet long each, how many pieces can be made from the original piece of metal 1. A metal sheet's thickness is 2.54 mm. What is the place value of the digit 5? Adding/Subtracting Decimals In a fabrication workshop, a piece of metal measuring 4.25 feet long is welded onto another piece measuring 2.75 feet long. What is the total length of the metal after the welding is completed? 1. A welder needs to calculate the total length of two metal rods: 3.25 meters + 2.75 meters. What is the total length? Multiplying/division Decimals A welder is fabricating a metal structure that requires 3.5 meters of metal rod. If each rod is 0.75 meters long, how many rods will the welder need to complete the structure? 1. A metal pipe's volume is calculated by multiplying its length (5.2 meters) by its cross-sectional area (0.8 square meters). What is the volume? Converting a Fraction to a Decimal A welding project requires a piece of metal that is 3/4 inches thick. Convert this fraction to a decimal value for measurement purposes. 1. A metal rod's length is 3/4 inch. What is the length in decimal form? Converting a Decimal to a Fraction A fabricator needs to cut a piece of metal that is 2.25 feet long into equal sections. Convert this decimal length to a fraction. 1. A welder measures a metal sheet's thickness as 0.125 inches. What is the thickness in fraction form? Caliper and Micrometer Introduction A welder is using a caliper to measure the thickness of a metal sheet, and the reading is 0.35 inches. How would this measurement be expressed using a micrometer in millimeters? 1. A metal fabricator uses a caliper to measure a metal rod's diameter: 2.54 cm. What is the measurement in millimeters? Pre-Algebra Understanding Signed Numbers A welder is working on a project that requires cutting a metal plate into two pieces. If the original plate is 10mm thick and one piece needs to be 4mm thick, what is the difference in thickness between the two pieces? (Use signed numbers to represent the thickness of the two pieces). 1. A metal fabricator records a temperature change: -5°C. What do the negative sign indicate? 2. A welder measures a metal sheet's thickness deviation: +0.5 mm. What do the positive sign indicate? Adding Signed Numbers A fabricator is welding together two metal beams. If one beam is 6 feet long and the other beam is -3 feet long (indicating that it is shorter than the first beam), what is the total length of the welded beams? 1. A metal sheet's temperature changes from − 2°C to + 3°C. What is the total temperature change? 2. A welding project involves moving a robot + 5 meters forward and then − 2 meters backward. What is the net displacement? Subtracting Signed Numbers A welder needs to cut a piece of metal rod into two sections. If the original rod is 15 inches long and one section needs to be 7 inches long, what is the length of the remaining section after cutting? 1. A metal fabricator calculates the difference between two temperatures: 10°C - (-5°C). What is the result? 2. A welder subtracts a metal sheet's thickness deviation: 2 mm - (+ 0.5 mm). What is the result? Multiplying and Dividing Signed Numbers A fabricator needs to divide a large sheet of metal into smaller sections for a project. If the original sheet is -24 inches long and needs to be divided into 4 equal sections, what is the length of each section? 1. A metal pipe's length is multiplied by -2. If the original length is 5 meters, what is the new length? 2. A welding machine's speed is divided by -2. If the original speed is 10 meters per minute, what is the new speed? Exponents . A welder is calculating the total amount of metal needed for a project that requires welding 3 metal plates together. If each plate is 5mm thick and there are 4 plates in total, what is the total thickness of the welded plates in millimeters? 1. A metal sheet's area is calculated using the formula A = s^2, where s = 4 meters. Find the area. 2. A welding project involves calculating the volume of a cube: V = s^3, where s = 2 meters. Find the volume. Square Roots A fabricator needs to find the square root of the total area of a metal sheet to determine the length of one side. If the metal sheet has an area of 16 square meters, what is the length of one side of the sheet? 1. A metal fabricator calculates the length of a side of a square metal sheet: √16 = ? 2. A welder finds the length of a diagonal of a rectangular metal plate using the Pythagorean theorem: √(3^2 + 4^2) = ? Order of Operations, including exponents A welder is calculating the total weight of a welded structure by multiplying the weight of each individual component. If each component weighs 10 pounds and there are 5 components in total, what is the total weight of the structure in pounds? A welder needs to calculate the total area of a metal sheet that requires welding. The sheet has two rectangular sections: Section 1: Length = 4 meters, Width = 2 meters Section 2: Length = 3 meters, Width = 2^2 meters (or 4 meters) The total area to be welded is given by the expression: 2 × (4 × 2) + 3 × 2^2 Question What is the total area to be welded? Table 1 : Contextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI Areas Teacher 1 (Chat GTP) Teacher 2 (Meta AI) Algebra Formulas A welder needs to calculate the total area of a metal sheet that is 6 meters long and 4 meters wide in order to determine how much welding material will be needed. The formula for finding the area of a rectangle is A = l x w, where A is the area, l is the length, and w is the width. Use this formula to calculate the total area of the metal sheet. 1. A welder uses the formula F = (9/5)C + 32 to convert Celsius to Fahrenheit. Find F when C = 200°C. 2. A metal fabricator calculates the area of a rectangle using A = length × width. Find A when length = 5 meters and width = 3 meters. Algebra Definitions In welding and fabrication, the term "tensile strength" refers to the maximum amount of stress a material can withstand before breaking. Use algebraic symbols to represent the tensile strength of a metal material, and write an equation to show how the tensile strength is calculated. 1. A welding project requires calculating the total cost (C) of materials: C = 5x + 10, where x is the number of units. Identify the variables and constants. 2. A metal fabricator uses the expression 2x + 5 to represent the length of a metal rod. What does x represent? Combining Like Terms A welder is trying to simplify the expression 3x + 5y − 2x + y. Combine the like terms in this expression to find the simplified form. 1. Simplify the expression: 2x + 3x + 5, representing the total length of metal rods. 2. Combine like terms: 4y − 2y + 10, representing the total cost of welding materials. Distributive Property A fabricator needs to distribute the steel bars evenly across a construction site. If there are 5 steel bars with a length of 10 meters each, use the distributive property to calculate the total length of steel bars that will be distributed. 1. A metal sheet is divided into 3 sections, each with an area of \(\:2\text{x}\:+\:5\) . Find the total area. 2. A welder needs to calculate the total cost: \(\:2(3\text{x}\:+\:2)\) . Simplify the expression. Defining an Equation In welding, the term "heat input" is used to measure the amount of heat energy that is applied to a weld. Write an equation to define how heat input is calculated in welding, and include any variables and coefficients that may be relevant. 1. A metal fabricator sets up the equation \(\:2\text{x}\:+\:5\:=\:15\) to find the length of a metal rod. Solve for x. 2. A welding project requires the equation \(\:5\text{x}\:-\:3\:=\:12\:\) to calculate the number of units. Solve for x. Solving Equations involving the Four Basic Operations A welder is working on a project that requires connecting steel rods. The formula for the total length L of the connected rods is given by: L = 3x − 7 If the total length of the connected rods is 25 feet, what is the value of x? The length of a metal beam is given by the equation \(\:\:2\text{x}\:+\:5\:=\:11\) . Solve for x. Solving Equations with More than One Step In a fabrication project, the total cost C of materials used can be calculated using the formula: C = 2.5x + 50 If the total cost is $ 200, what is the value of x? The total cost of materials is given by the Eq. 3x + 2 = 17. Solve for x. Solving Equations with Parentheses and Variables on Both sides A welder needs to connect two steel plates of different lengths. The total length T of the connected plates is represented by the equation: \(\:\text{T}\:=\:4(\text{x}\:+\:2)\:-\:3\text{x}\) Find the value of x if the total length of the connected plates is 15 feet. The equation \(\:2(\text{x}\:+\:3)\:=\:\text{x}\:+\:10\) Represents the relationship between two metal parts. Solve for x. Solving Equations given a Formula A welder needs to connect two steel plates of different lengths. The total length T of the connected plates is represented by the equation: \(\:\text{T}\:=\:4(\text{x}\:+\:2)\:-\:3\text{x}\) Find the value of x if the total length of the connected plates is 15 feet. The area of a metal sheet is given by \(\:\text{A}\:=\:2\text{x}\:\times\:\:3\) . If A = 36, solve for x. Translating English to Algebra A welding project requires connecting two steel bars with lengths given by the expressions \(\:2\text{x}\:-\:3\) and \(\:3\text{x}\:+\:5\) . Write an equation representing the total length of the connected bars and solve for x. Translate "five more than twice a number is 17" into an equation and solve. Setting up Word Problems If a welder can connect 5 steel pipes in 10 hours, write an equation to represent the time it takes to connect x steel pipes and calculate the time it would take to connect 15 pipes. A welder needs to cut two pieces of metal. One piece is 3 meters longer than the other. If the total length is 15 meters, find the length of each piece. Converting from Decimal form to scientific Notation A metal sheet in welding is measured to have a length of 7.25 meters. Convert this measurement into scientific notation. 1. The length of a metal rod is 0.00045 meters. Express this in scientific notation. 2. A welding machine uses 1,250,000 joules of energy. Express this in scientific notation. Converting from scientific Notation to Decimal form The weight of a steel beam in fabrication is written in scientific notation as 5.6 x 10^3 pounds. Convert this weight back to decimal form. 1. The thickness of a metal sheet is 4.5 × 10^-4 meters. Express this in decimal form. 2. A metal beam has a mass of 2.8 × 10^3 kilograms. Express this in decimal form. Scientific notation and basic operations A welding project requires connecting two steel rods that are measured in scientific notation as 2.3 x 10^4 inches and 4.5 x 10^3 inches. Find the total length of the connected rods by adding these measurements in scientific notation. 1. Calculate (3.2 × 10^2) + (1.5 × 10^2) 2. Calculate (4.8 × 10^-3) × (2.1 × 10^2) Table 1 : Contextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI Areas Teacher 1 (Chat GTP) Teacher 2 (Meta AI) Measurement Adding/Subtracting with Measurements A welder initially has a steel pipe of length 5.75 feet and then connects an additional pipe of length 3.25 feet. Calculate the total length in feet of the connected pipes by adding these measurements. 1. A metal rod is 2.5 meters long. If 0.8 meters is added, what is the new length? 2. A welding torch uses 3.2 liters of fuel. If 1.5 liters are used, how much fuel is left? Multiplying/Dividing with Measurements In a fabrication project, steel bars are being cut into pieces with lengths expressed in decimal form. If one steel bar has a length of 13.75 inches and another has a length of 6.25 inches, find the total length in fractional inches when these two bars are combined. 1. A metal sheet has an area of 4.2 square meters. If it is divided into 3 equal parts, what is the area of each part? 2. A welding machine uses 2.5 kilowatts of power. If it operates for 4 hours, how much energy is consumed? Converting Decimals to Fractional Inches A welding project requires a steel beam with a length of 3 yards. Convert this length to feet. 1. Express 0.5 inches as a fraction. 2. A metal rod has a diameter of 0.75 inches. Express this as a fraction. Converting Units within the English system-Length A fabricator needs to cut a steel rod into pieces, with each piece measuring 24 inches. Convert this length to yards. 1. A metal rod is 12 feet long. Express this length in inches. (1 foot = 12 inches) Converting Units between the English and Metric Systems-Length A welder needs to convert a steel pipe's length from meters to feet. If the pipe is 5 meters long, what is the equivalent length in feet? 1. A metal beam is 2 meters long. Express this length in feet. (1 meter ≈ 3.28 feet) Table 1 : Contextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI Areas Teacher 1 (Chat GTP) Teacher 2 (Meta AI) Fraction Reducing fraction A fabricator has a steel plate that is 3/4 inches thick. Reduce this fraction to its simplest form. 1. Simplify the fraction 1/4 inch (common measurement for metal thickness). 2. Reduce the fraction 3/8 inch (common measurement for drill bits). Most common use of fraction In welding, if 2/3 of the metal sheet is used for a project, what is the most common use of this fraction in real-world scenarios? Fractions are commonly used in welding and fabrication to represent measurements, such as: - Metal thickness: 1/16 inch, 1/8 inch - Drill bits: 1/4 inch, 3/8 inch Types of Fraction Explain the types of fractions that can be encountered in welding and fabrication projects. Types of Fraction 1. *Proper fraction*: 1/4 inch (thickness of metal sheet) 2. *Improper fraction*: 5/4 inch (thickness of metal plate) 3. *Mixed fraction*: 2 1/2 inches (length of metal rod) Improper fraction/mixed fraction A welder has 7/2 feet of welding wire left. Express this measurement as a mixed fraction. Improper fraction/Mixed fraction 1. Convert 5/4 inch to a mixed fraction: 1 1/4 inch Writing fractions with a higher term Write the fraction 1/2 with a higher term by multiplying the numerator and denominator by 3. 1. Express 1/2 inch as a fraction with a denominator of 8 (e.g., 4/8 inch). Application problem A project requires welding together 3/5 of a metal pipe and 4/7 of a steel rod. What fraction of the total material is used for the project? A metal sheet is 3/4 inch thick. If it is stacked 5 times, what is the total thickness? Multiplication of fractions Multiply 2/3 by 3/4 and simplify the result. 1. Calculate the area of a metal sheet that is 3/4 inch wide and 2/3 inch long. Division of fraction Divide 4/5 by 1/2 and express the result as a fraction in simplest form 1. A metal rod is 3/4 inch long. If it is divided into 1/8 inch pieces, how many pieces can be made? Addition/Subtraction of fractions If 2/3 of a metal sheet is used for welding and fabrication, and then 3/4 of the remaining sheet is used for another project, what fraction of the original sheet remains? 1. Calculate the total thickness of two metal sheets, one 1/4 inch thick and the other 1/8 inch thick. Addition/Subtraction of mixed fraction Add 3 1/2 and 2 3/4, then subtract 1 1/3 from the sum. Evaluate the final mixed fraction. 1. Calculate the total length of two metal rods, one 2 1/2 inches long and the other 1 3/4 inches long. Order of operations of Fraction In a welding project involving different fractions of metal sheets, rods, and pipes, apply the order of operations (Parentheses, Exponents, Multiplication/Division, Addition/Subtraction) to determine the total fraction of material used. Calculate: \(\:(1/2\:+\:1/4)\:\times\:\:3/4\) Table 1 : Contextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI Areas Teacher 1 (Chat GTP) Teacher 2 (Meta AI) Triangular Trigonometry Converting Angle Units A metal beam needs to be cut at an angle of 60 degrees. Convert this angle measurement to radians. 1. A CNC welding machine requires angle settings in radians. Convert 60 degrees to radians for a welding operation. Adding/Subtracting Angle Units If a metal pipe is rotated by 30 degrees and then by an additional 45 degrees, what is the total angle of rotation in degrees? 1. A welding joint requires a 45-degree angle. If the angle is increased by 15 degrees for better penetration, what is the new angle? Arc Length and Sector Area Calculate the arc length of a metal ring with a radius of 5 centimeters and an angle of 90 degrees. Find the sector area of a circular metal plate with a radius of 10 inches and a central angle of 120 degrees. 1. Calculate the arc length of a circular metal piece with a radius of 8 inches and a central angle of 120 degrees. Recall of Pythagorean Theorem A triangular metal structure is being welded together, with one side measuring 8 meters and the other side measuring 6 meters. What is the length of the hypotenuse using the Pythagorean Theorem? 1. A metal frame forms a right triangle with legs of 6 feet and 8 feet. Find the length of the hypotenuse (the diagonal support). Special Right Triangles A welder is fabricating a metal frame for a new project. One of the support beams needs to be cut at a 30-60-90 degree angle to fit into place. The shorter side of the right triangle formed by the cut is 10 inches. 1. Calculate the lengths of the other two sides of the right triangle. 2. Determine the total length of the support beam needed for the frame. 3. If the frame requires three support beams with the same dimensions, calculate the total length of all the support beams needed. 4. Calculate the total surface area of all the metal beams used in the frame. 5. Determine the cost of materials if the metal used costs $ 0.50 per square inch. 1. A 45-45-90 triangle is used in designing a metal bracket. If one leg is 7 inches, find the length of the hypotenuse. Sine, Cosine, and Tangent Ratios A welder is working on constructing a metal frame for a rectangular table. The frame is angled at 30 degrees from the horizontal. If the height of the frame is 2 feet, calculate the length of the frame using trigonometric ratios. 1. A welder needs to calculate the height of a metal support. If the angle is 30 degrees and the adjacent side is 5 meters, find the height (opposite side) using the tangent ratio. Solving Triangles – unknown on top A welder needs to connect two metal beams with a diagonal brace. The diagonal brace measures 8 feet in length, and the horizontal beam measures 10 feet. Calculate the vertical height needed for the brace to connect the beams at a 45-degree angle. 1. A metal rod forms a right triangle with an angle of 60 degrees and an adjacent side of 4 inches. Find the length of the hypotenuse. Solving Triangles – unknown on bottom In metal fabrication, a welder needs to create a support brace that spans a vertical distance of 6 feet and angles upward at 60 degrees. If the length of the brace is unknown, use trigonometric ratios to determine the length needed for the brace. 1. A metal support forms a right triangle with a hypotenuse of 12 feet and an angle of 45 degrees. Find the length of the adjacent side. Solving Triangles – angle unknown A welding project requires attaching a metal pipe diagonally across a square metal frame. The diagonal pipe measures 12 feet in length, with one end reaching a vertex of the square frame. Calculate the angle formed by the diagonal pipe with the frame, using trigonometric ratios. 1. A metal rod forms a right triangle with an opposite side of 5 inches and an adjacent side of 12 inches. Find the angle. Application Problems A metal sculpture is being fabricated, consisting of a triangular frame with one side measuring 5 feet, and two other sides of equal unknown length. If the angle between the 5-foot side and one of the unknown sides is 60 degrees, calculate the lengths of the two equal sides using trigonometric ratios. 1. A welder needs to calculate the length of a metal support for a roof. If the angle is 30 degrees and the adjacent side is 8 meters, find the length of the hypotenuse. Geometry 1 Angle Definitions In a welding project, the angle between two metal plates is measured to be 45 degrees. If one plate is perpendicular to the ground, what is the orientation of the second plate relative to the first? 1. A welder needs to cut a metal sheet at a 45-degree angle. What type of angle is this? Polygons A metal fabrication shop needs to cut a metal sheet into a regular octagon with a side length of 6 inches. Calculate the measure of each interior angle of the octagon. 1. A metal sheet is cut into a triangular shape. Identify the type of polygon. Calculating Perimeter and Area for Quadrilaterals A welding job involves constructing a rectangular gate with a length of 8 feet and a width of 4 feet. Calculate the perimeter and area of the gate. 1. A metal frame is rectangular with a length of 8 meters and a width of 5 meters. Find the perimeter and area. Pythagorean Theorem In welding a metal railing, a diagonal brace is needed to connect two supporting beams. If the beams are 10 feet apart and the diagonal brace measures 12 feet, determine if the brace is the correct length using the Pythagorean theorem. 1. A metal support forms a right triangle with legs of 3 meters and 4 meters. Find the length of the hypotenuse. Area of a Triangle • Height Known • Isosceles Triangle • Equilateral Triangle A metal fabricator is working on a triangular metal sign with two equal sides of length 10 inches each. Calculate the area of the isosceles triangle given the angle at the vertex is 60 degrees. A welding project involves creating an equilateral triangular metal frame with a side length of 12 inches. Determine the area of the equilateral triangle. 1. *Height Known*: A triangular metal piece has a base of 5 inches and a height of 6 inches. Find the area. 2. *Isosceles Triangle*: A metal bracket forms an isosceles triangle with a base of 4 meters and equal sides of 6 meters. Find the area. 3. *Equilateral Triangle*: A metal plate is cut into an equilateral triangle with a side length of 8 inches. Find the area. Regular Hexagons A metal fabrication job requires cutting a piece of sheet metal into a regular hexagon with a side length of 6 cm. Calculate the area of the hexagon. 1. A metal sheet is cut into a regular hexagon with a side length of 3 meters. Find the area. Area of Irregular Polygons A metal sculpture has irregular polygons as part of its design. Calculate the area of the irregular polygon by breaking it down into smaller shapes and summing their areas. 1. A metal piece is cut into an irregular polygon. Divide it into simpler shapes to find the area. Circles – Circumference and Area A circular metal base needs to be welded onto a cylindrical metal structure. If the diameter of the base is 8 inches, calculate the circumference and area of the circular base. 1. A metal pipe has a radius of 2 meters. Find the circumference and area. Irregular Shapes with Circles In a welding project, a metal sculpture consists of irregular shapes with circles incorporated. Calculate the total area of the metal sculpture, including the circular sections. 1. A metal piece consists of a rectangle with a circular hole. Find the area. Length of Stock A welding workshop has a stockpile of metal rods, with each rod measuring 4 feet in length. If the workshop needs to cut pieces that are 2 feet long for a project, how many pieces can they obtain from each rod? 1. A welder needs to cut 5 pieces of metal rod, each 2.5 meters long. How much stock is required? Geometry 2 Right Prisms A metal fabrication job requires constructing a rectangular prism-shaped metal box with a length of 10 inches, width of 6 inches, and height of 8 inches. Calculate the volume of the metal box. 1. A metal box has a length of 6 feet, width of 4 feet, and height of 2 feet. Find the volume. Cylinders A welding project involves creating a cylindrical metal tank with a radius of 5 feet and a height of 10 feet. Determine the volume of the cylindrical tank. 1. A cylindrical tank has a diameter of 4 feet and height of 6 feet. Calculate the surface area. Percentages, Rate and Ratio Percentages In a metal fabrication workshop, 30 out of 50 metal sheets have been used for a project. Calculate the percentage of metal sheets remaining in the workshop. 1. A welder needs to calculate the percentage of material wasted. If 10% of 100 kg of metal is wasted, how much metal is wasted? Rate A welding team can join 8 metal pieces per hour to create a metal frame. At this rate, how many frames can the team complete in 5 hours? 1. A welding machine can cut 10 meters of metal per hour. How long will it take to cut 50 meters? Ratio For a welding project, the ratio of steel beams to aluminum sheets is 3:2. If the team has 15 steel beams, how many aluminum sheets do they need to maintain this ratio in the project? 1. A welding project requires a ratio of 2:3 for metal A to metal B. If 100 kg of metal A is used, how much metal B is needed? The results in Table 1 show that Meta AI and ChatGPT can generate contextual examples and tasks in WF for Ghana's second cycle institutions. Both applications were able to generate specific questions about the various mathematics topics. This means that Meta AI and ChatGPT can assist mathematics teachers in contextualising mathematics content relevant to WF when teaching mathematics in a WF classroom. This also implies that, with the Meta AI and ChatGPT tools available, mathematics teachers who are unfamiliar with WF can provide context to students during mathematics instruction. This helps to solve the problem that mathematics teachers face when teaching mathematics in a vocational trade area. This is consistent with the finding that has the potential to generate high-quality problems free of lexical diversity, with high cohesion and optimal readability (Norberg et al., 2023 ). Taani and Alabidi ( 2024 ) stated that ChatGPT can be used to generate maths questions for students. According to research, teachers of mathematics find it difficult to contextualise mathematics in the TVET trade area due to a lack of training and resources such as textbooks (Fitzmaurice et al., 2021 ). According to FitzSimons and Boistrup (2017), teachers typically spend a significant amount of time contextualising mathematical content in order to effectively communicate with their students. Norberg et al. ( 2023 ) discovered that ChatGPT has high lexical diversity, optimal readability, and cohesion scores in mathematical problem-solving formulation. Research Question two: Are the mathematics problems generated by ChatGPT AI and Meta AI meet the cognitive demand level for students in the WF trade Area? The results from the experts’ evaluations are presented in Extract 1. Extract 1 WF teacher About 99% of all the questions generated by ChatGPT and Meta AI are within the level of the students. The examples and the tasks given are of different level of difficulty making it easy to use during class instruction. HoD in WF : I can say that all the questions are within the WF students’ level since they are at the senior high level. One interesting thing is that the questions are at different level of Blooms taxonomy: Some of the questions are within the knowledge, understanding, application, analysis, synthesis and evaluation. As a result, instructors can use these examples when teaching by arranging them from less difficult to more demanding questions. Curriculum expert with the nature of the questions generated by these two software, I can say that about 97% are within the level of the senior high school students. The 3% are a little below the secondary school level. For example, “A metal sheet's thickness is 2.54 mm. What is the place value of the digit 5?”. Even with the examples of low demand, mathematics instructors can use them at the introductory part during mathematics instruction. SSB expert The questions generated by both software are within the scope of the mathematics teaching syllabus for senior high school of which WF students are part. As a result, I can boldly say that the examples here align with the objectives and the requirement of the mathematics syllabus. In conclusion, all the questions are within the level of the Students. The expert's evaluation revealed that the mathematics tasks generated by Meta AI and ChatGPT meet the cognitive demand level for a second-cycle institution. This was made possible by providing the software with specific details about the level, trade area, and context examples, as well as tasks that were appropriate for the students' level. This implies that ChatGPT and Meta AI can help generate questions that meet students' cognitive demands. This is consistent with the findings of Moore et al. (2024), who found that 32% of the problems generated by students using Chat GTP-3 were classified as high quality and 23% as high cognitive processes according to Blooms Taxonomy. As a result, mathematics teachers do not need to stress about finding context problems in WF that are appropriate for their students' cognitive levels (FitzSimons & Boistrup, 2017; Fitzmaurice et al., 2021 ). Hwang and Utami ( 2024 ) discovered that ChatGPT can generate more questions at varying levels of difficulty. Research Question three: are the mathematics questions generated by ChatGPT AI aligns with specific mathematical competencies required in WF trade area? The results from the experts’ evaluations are presented in Extract 2 Extract 2: WF teacher The questions generated for each specific content is very relevant to WF trade area. These examples are directly linked to WF and can help the students to get the necessary mathematics content require in the trade area. HoD in WF The nature of the questions is exactly what the teaching syllabus of WF requires from the mathematics instructors. The examples and the questions are application questions in WF that can help the students relate the mathematics to WF trade area. Curriculum expert I can confidently say that about 99% of the examples generated by these two software are directly linked to WF trade area. If WF students are exposing to examples and tasks like this in mathematics classroom, students will see the direct transfer of their mathematics to WF trade area and that is what the syllabus require. SSB experts The questions and the examples generated by the ChatGPT and Meta AI are relevant to the WF trade area. For example, a question likes “A cylindrical tank has a diameter of 4 feet and height of 6 feet. Calculate the surface area” can guide the students in making cylindrical container with minimal material waste. In conclusion, these questions can provide the students with mathematical competencies required in the WF trade area. According to the four respondents, ChatGPT and Meta AI can generate mathematics contextualised tasks and examples that are directly related to WF trading. This implies that the mathematics tasks and examples generated by ChatGPT AI are consistent with the mathematical competencies required in the WF trade area. Hwang and Utami ( 2024 ) used Chart GTP to generate mathematics questions for real-world applications and discovered that the questions generated were relevant to geometric concepts with different sentence generation. They also discovered that the system generated more realistic problems with strong mathematical validity and high language quality. Pelton and Pelton (2023) discovered that ChatGPT generated accurate, grammatically correct, and relevant text for mathematics teachers that can be used in their instruction. Conclusion This study shows how AI tools like ChatGPT and Meta AI can be used to make mathematics education more relevant to the welding and fabrication trade. The results show that these AI models can make math problems and examples that are relevant to a specific trade and fit with the cognitive and skill requirements of that trade. By using AI in this way, teachers can connect theoretical mathematics to real-world trade uses, which will help students, understand and get ready for careers in welding and fabrication. This is because graduate students are supposed to connect what they learn in mathematics class with what they need to do in their jobs (Ellström, 2010 ). Consequently, ChatGPT and Meta AI can assist mathematics educators in cultivating the skill of reconceptualisation. Recontextualization is the skill that teachers must cultivate to equip students with mathematical competencies that will be applicable in diverse industries and various careers, rather than solely in the academic realm (FitzSimons & Boistrup, 2017). This new way of doing things has the potential to improve the results of vocational education and better prepare students for the job market. Other researchers can also examine how the contextualised problems created by ChatGPT and Meta AI influence student interest, performance, and perceptions regarding the relevance of mathematics in the workforce trade area. Abbreviations TVET, WF, GTP, AI Declarations Data availability All data generated or analysed during this study are included in this published article. Competing Interests: The authors declare that they have no competing interests Funding Statement No funding was received for this research Authors’ contributions statement Philip Adjei Acheampong: Wrote the introduction, methodology, analysed the results and discussed the results. Matilda Sarpong Adusei: Collected and organized the data for this research. Leticia Nana Sam: Wrote the theoretical framework, the conclusion and the abstract of the study. All authors review and approved the final version of this research. Clinical trial number: not applicable. Human Ethics and Consent to Participate declarations: Ethical approvals was obtained from the "Humanities and Social Sciences Research Committee (HuSSREC) of Kwamme Nkrumah University of Science and Technology with reference number HuSSREC/AP/119/VOL.3" prior to this study. All research procedures were conducted in accordance with the approved protocol and relevant ethical guidelines outlined by Humanities and Social Sciences Research Committee (HuSSREC). The participants were made to sign consent form prior to the data collection. Consent to publish declaration: Inform consent was obtained from the participants for their data to be used in this study and for publication of results in an anonymous format. Authorship: The authors have read the journal policies and are submitting this manuscript in accordance with those policies. References Abdullah F, Ward R. Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Comput Hum Behav. 2016;56:238–56. Brantlinger A. Critical and vocational mathematics: Authentic problems for students from historically marginalized groups. J Res Math Educ. 2022;53(2):154–72. Dalby D, Noyes A. Connecting Mathematics Teaching with Vocational Learning. Adults Learn Math. 2015;10(1):40–9. Dalby D, Noyes A. Locating mathematics within post-16 vocational education in England. J Vocat Educ Train. 2016;68(1):70–86. Davis FD. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology). Ellström PE. Practice-based innovation: a learning perspective. J Workplace Learn. 2010;22(1/2):27–40. Fitzmaurice O, O'Meara N, Johnson P. Highlighting the Relevance of Mathematics to Secondary School Students–Why and How. Eur J STEM Educ. 2021;6(1):7. FitzSimons GE, Björklund B, L. In the workplace mathematics does not announce itself: Towards overcoming the hiatus between mathematics education and work. Educational Stud Math. 2017;95:329–49. Frejd P, Muhrman K. Is the mathematics classroom a suitable learning space for making workplace mathematics visible ? – An analysis of a subject integrated team- teaching approach applied in different learning spaces. J Vocat Educ Train. 2022;74(2):333–51. Gidlund U. Relational pedagogy in a vocational programme in upper secondary school: A way to make more students graduate. Nordic J Vocat Educ Train. 2020;10(2):106–28. Granić A, Marangunić N. Technology acceptance model in educational context: A systematic literature review. Br J Edu Technol. 2019;50(5):2572–93. Howell E, Walkington C. (2019, January). An exploration of math attitudes and STEM career interests for community college students. In Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education . Hwang WY, Utami IQ. Using GPT and authentic contextual recognition to generate math word problems with difficulty levels. Educ Inform Technol. 2024;29(13):1–29. Mirabueno JAS, Boyon MCL. Senior high school academic progression in mathematics. PEOPLE: Int J Social Sci. 2020;5(3):840–9. Moore S, Nguyen HA, Bier N, Domadia T, Stamper J. (2022, September). Assessing the quality of student-generated short answer questions using GPT-3. In European conference on technology enhanced learning (pp. 243–257). Cham: Springer International Publishing. Muhrman K. (2016). Inget klöver utan matematik: En studie av matematik i yrkesutbildning och yrkesliv [No clover without mathematics: A study of mathematics in vocational education and professional life] [Doctoral dissertation, Linköping University]. Muhrman K. How can students in vocational education be motivated to learn mathematics? Nordic J Vocat Educ Train. 2022;12(3):47–70. Norberg K, Almoubayyed H, Fancsali SE, De Ley L, Weldon K, Murphy A, Ritter S. (2023). Rewriting Math Word Problems with Large Language Models. Grantee Submission . Pelton T, Pelton LF. (2024, March). Using generative AI in mathematics education: critical discussions and practical strategies for preservice teachers, teachers, and teacher educators. In Society for Information Technology & Teacher Education International Conference (pp. 1800–1805). Association for the Advancement of Computing in Education (AACE). Rusmar I. (2017, August). Teaching mathematics in technical vocational education (TVET). In Proceedings of the 1st International Conference on Innovative Pedagogy (ICIP) 2017 . STKIP Bina Bangsa Getsempena. Scherer R, Siddiq F, Tondeur J. The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Comput Educ. 2019;128:13–35. Šumak B, Heričko M, Pušnik M. A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Comput Hum Behav. 2011;27(6):2067–77. Taani O, Alabidi S. (2024). ChatGPT in education: Benefits and challenges of ChatGPT for mathematics and science teaching practices. Int J Math Educ Sci Technol, 1–30. Venkatesh V, Morris MG, Davis GB, Davis FD. (2003). User acceptance of information technology: Toward a unified view. MIS Q, 425–78. Vimbelo S, Bayaga A. Current Pedagogical Practices Employed by a Technical Vocational Education and Training College’s Mathematics Lecturers. South Afr J High Educ. 2023;37(4):305–21. Vimbelo S, Bayaga A. (2024). Transforming Mathematics Education in TVET Colleges Through Humanising Pedagogy: An Exploration of Teaching Approaches, Student Engagement, and Real-life Examples. IETE J Educ, 1–17. Weerasinghe S, Hindagolla M. (2017). Technology acceptance model in the domains of LIS and education: A review of selected literature. Libr Philos Pract, 1–27. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7142307","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":502397880,"identity":"33b0f3b3-592c-4d80-880c-6f608c99944c","order_by":0,"name":"Philip Adjei Acheampong","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/klEQVRIiWNgGAWjYPCCAzCGDRAzNh7AqRCLljSQlgaStBxG5WID5gzMDxh+1NyR45929uDjgl/n7da2HwbaUmMTjUuLZQObAWPPsWfGErfzko1n9t1O3nYmEajlWFpuAw4tBgcYDBh4Gw4nNtzOMZPm7bmdbHYAqIWx4TAeLewfGP82HK6fD9FyLtns/ENCWngMmIG2JBiAtPD8OGBndoOALZbNPAWHZY4dNtwI8gtvQ3KC2Q2gLQl4/GLO3r7x4Zuaw/Jyt3MPPub5Y2dvdj794YMPNTa4HcYMjwUeYCS2MSSCVSbgUA7WgmACtTD8YbDHo3gUjIJRMApGKAAAwcxm1K4DZlkAAAAASUVORK5CYII=","orcid":"","institution":"Kwame Nkrumah University of Science and Technology","correspondingAuthor":true,"prefix":"","firstName":"Philip","middleName":"Adjei","lastName":"Acheampong","suffix":""},{"id":502397881,"identity":"a6f63f0f-26e0-48b7-aace-a9c35101906b","order_by":1,"name":"Matilda Sarpong Adusei","email":"","orcid":"","institution":"University of Education","correspondingAuthor":false,"prefix":"","firstName":"Matilda","middleName":"Sarpong","lastName":"Adusei","suffix":""},{"id":502397883,"identity":"9cdfb079-eb32-4d97-84c1-5377bafb92c7","order_by":2,"name":"Leticia Nana Sam","email":"","orcid":"","institution":"Komenda College of Education","correspondingAuthor":false,"prefix":"","firstName":"Leticia","middleName":"Nana","lastName":"Sam","suffix":""}],"badges":[],"createdAt":"2025-07-16 17:08:21","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7142307/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7142307/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":89558546,"identity":"de62f920-9663-4829-b9cb-a9c0a22344e0","added_by":"auto","created_at":"2025-08-21 09:56:47","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":150758,"visible":true,"origin":"","legend":"\u003cp\u003eLegend not included with this version.\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-7142307/v1/8bcb7a0ac682274ac83ccc87.jpeg"},{"id":89559180,"identity":"4d49c0b7-5f7c-4f2c-bc5a-de9d2a42e809","added_by":"auto","created_at":"2025-08-21 10:04:48","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1420771,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7142307/v1/c5189543-0fa2-4efb-959c-470806b34ff2.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Enhancing mathematics teachers’ contextualization of mathematics content in welding and fabrication trade Area Using ChatGPT AI and Meta AI","fulltext":[{"header":"Introduction","content":"\u003cp\u003eMathematics is extremely important in technical and vocational education and training (TVET), particularly in trades like welding and fabrication. According to the literature, all forms of skilled work contain some degree of mathematics (FitzSimons \u0026amp; Boistrup, 2017). The ability to apply mathematical concepts to real-world situations is critical for students' success in their chosen trades (Dalby \u0026amp; Noyes, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Muhrman, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; FitzSimons \u0026amp; Boistrup, 2017). Studies have shown that designing mathematics course content based on students' chosen tracks increases their interest, understanding of concepts, and, as a result, performance (Rusmar, 2017; Howell \u0026amp; Walkington, 2019; Mirabueno \u0026amp; Boyon, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Muhrman, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Graduate students are expected to bridge the gap between theoretical mathematics and practical application in various mathematical requirements in the workplace (Ellstr\u0026ouml;m, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eHowever, the challenge is to effectively contextualise mathematics content so that it is relevant and applicable to the specific trade area. According to research, teachers of mathematics find it difficult to contextualise mathematics in the TVET trade area due to a lack of training and resources such as textbooks (Fitzmaurice et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). According to FitzSimons and Boistrup (2017), teachers typically spend a significant amount of time contextualising mathematical content in order to effectively communicate with their students. Recontextualization is a skill that teachers must develop in order to provide mathematical competencies to students who will not be employed in academia but will work in a variety of industries and careers (FitzSimons and Boistrup, 2017).\u003c/p\u003e\u003cp\u003eEducational approaches that incorporate authentic workplace contexts have been shown to motivate students to learn mathematics while also providing them with a practical understanding of how mathematics will be used in their future careers (Dalby and Noyes, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). A positive and direct link between mathematics and vocational subjects promotes a more positive attitude in vocational students while also providing them with valuable insight into the role of mathematics in their future profession (Frejd \u0026amp; Muhrman, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFor example, Muhrman (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) stated that vocational students can be motivated to learn mathematics when mathematics is integrated into vocational courses and students are given opportunities to work with these vocationally integrated mathematical tasks, particularly in a vocationally authentic setting. Teaching mathematics contextually in TVET institutions may have a positive impact on students' achievement in both the process and outcome of learning mathematics (Rusmar, 2017). Muhrman (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) agreed, stating that mathematics lessons should be relevant to the workplace. Teachers are expected to select mathematical content and examples that are relevant to the specific trade area in which they are teaching (Muhrman, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). According to Dalby and Noyes (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), teaching mathematics contextually helps to make it more meaningful for TVET students. In this case, the students understand the importance of learning mathematics and recognise the relevance of mathematics content in their chosen career.\u003c/p\u003e\u003cp\u003eThe literature suggests that traditional teaching methods frequently fail to connect abstract mathematical concepts to practical applications in TVET trade areas such as welding and fabrication (Vimbelo \u0026amp; Bayaga, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This gap impedes students' comprehension and ability to apply mathematical knowledge to real-world situations, particularly in their chosen career (Brantlinger, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Frejd \u0026amp; Muhrman, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). For example, Istas, Walkington, Leyva, and Bernacki (2021) found that, despite the benefits of algebra in engineering, most students do not use it. To address this, previous research has suggested the use of humanising pedagogy (Vimbelo \u0026amp; Bayaga, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and relational pedagogy (Gidlund, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Despite the benefits of technology in education, there has been little research on the use of technology to contextualise mathematics content for specific trade areas such as welding and fabrication, resulting in a gap in the literature.\u003c/p\u003e\u003cp\u003eTo address this issue, this study proposes using chat Generative Pre-trained Transformer (GTP) Artificial Intelligence (AI) and Meta AI to help mathematics teachers contextualise mathematics examples and tasks in the welding and fabrication trades. Since welding and fabrication is a professional course, mathematics content taught to these students should be contextualised to provide the mathematical competencies needed in that trade (Hwang \u0026amp; Utami, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Taani and Alabidi (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) stated that ChatGPT can be used to generate mathematcs questions for students. ChatGPT has the potential to generate high-quality problems free of lexical diversity, with high cohesion and optimal readability (Norberg et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This study therefore seeks to findout if teachers can use AI to provide students with relevant and practical examples of mathematical concepts applied to welding and fabrication.\u003c/p\u003e\u003cp\u003e\u003cb\u003eResearch Questions\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eCan ChatGTP and Meta AI generate sample questions that demonstrate the contextualization of mathematics content in WF trade area?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eAre the mathematics problems generated by ChatGPT AI and Meta AI meet the appropriate difficulty level for students in the WF trade Area?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eAre the mathematics questions generated by ChatGTP and Meta AI aligns with specific mathematical competencies required in WF trade area?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eTechnology Adoption Theory\u003c/b\u003e\u003c/p\u003e\u003cp\u003eDavis (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e1985\u003c/span\u003e) developed the Technology Acceptance Model (TAM) with two principal objectives. The model sought to improve our understanding of user acceptance processes, providing new theoretical insights on the effective design and integration of information systems. Secondly, TAM aimed to create a theoretical framework for an effective \"user acceptance testing\" methodology, enabling system developers and implementers to evaluate prospective new systems before their actual implementation (Davis, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e1985\u003c/span\u003e). Davis's (1985) model posits that a user's general attitude towards a particular system substantially affects their actual utilisation of it. The Technology Acceptance Model (TAM) has become a crucial framework for analysing the determinants that influence individuals' acceptance or rejection of technology. The Technology Acceptance Model (TAM) posits that a user's motivation is determined by three primary factors: perceived ease of use, perceived usefulness, and attitude towards usage (Granić \u0026amp; Marangunić, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The model's robustness is demonstrated by multiple studies highlighting its broad applicability across diverse technologies and user demographics (Venkatesh, Morris, Davis, \u0026amp; Davis, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDavis (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e1985\u003c/span\u003e) posited that a user's disposition towards a system significantly influences the decision to adopt or reject it. Perceived usefulness denotes the degree to which an individual believes that employing a particular system would enhance their job performance, whereas perceived ease of use relates to the extent to which an individual perceives that using the system would demand minimal physical or mental effort. It was additionally asserted that both beliefs are directly affected by the system's design attributes (denoted as X1, X2, and X3, as depicted in Fig.\u0026nbsp;1) (Granić \u0026amp; Marangunić, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Over time, the Technology Acceptance Model (TAM) has become a significant theoretical framework for analysing the acceptance of educational technology among students, educators, and other essential stakeholders (Davis, 2011). The Technology Acceptance Model (TAM) is the dominant theory in e-learning acceptance literature, as demonstrated by the studies of Abdullah and Ward (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), Šumak, Heričko, and Pušnik (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), and Weerasinghe and Hindagolla (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eUser intentions to employ e-learning technology have predominantly been clarified through the application or augmentation of the TAM research model with supplementary pertinent constructs. Moreover, theoretical research synthesising empirical studies, especially reviews and meta-analyses, has focused on particular educational subjects. Scherer et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) performed a meta-analysis examining the Technology Acceptance Model (TAM) in relation to teachers' technology adoption, whereas Abdullah and Ward (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) executed a quantitative meta-analysis concerning e-learning adoption. Additional academic contributions comprise Al-Emran et al.'s (2018) systematic literature review of the Technology Acceptance Model (TAM) within the mobile learning context and Šumak et al.'s (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) meta-analysis of causal effect sizes among prevalent TAM-related associations. The systematic review in the educational domain demonstrated that the Technology Acceptance Model (TAM) and its various adaptations function as a comprehensive framework for assessing diverse learning technologies. Granić and Marangunić (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) observed that the fundamental variables of the Technology Acceptance Model, perceived ease of use and perceived usefulness, serve as significant predictors of the acceptance of technology-enhanced learning.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eHow the Theories guided this Study\u003c/b\u003e\u003c/p\u003e\u003cp\u003eResearch Question One: Is it possible for ChatGPT AI to produce sample questions that illustrate the contextualisation of mathematical content within the WF trade area? The focus of SLT on contextualisation would guide the evaluation of ChatGPT AI's capacity to produce contextualised mathematics questions. Research Question Two: Do the mathematics problems produced by ChatGPT AI satisfy the cognitive demand level required for students in the WF trade area? The perceived usefulness construct of TAM may affect the assessment of whether the produced mathematics problems fulfill the cognitive demand level necessary for students in the WF trade area. Research Question Three: Do the mathematics questions produced by ChatGPT AI correspond with the specific mathematical competencies necessary in the WF trade area? SLT's emphasis on genuine learning experiences would inform the evaluation of the generated mathematics questions in relation to the mathematical competencies necessary for the WF trade area.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eTwo mathematics teachers from two TVET schools who teach mathematics to WF students in second cycle institutions were chosen for the study. These teachers have at least 12 years of experience teaching maths to WF students in Ghana. The two TVET schools were chosen because they are among Ghana's best TVET second-cycle institutions and have been educating WF students for over 20 years. These two schools have all of the necessary equipment for practical work in WF and have collaborated with both local and international organisations. In addition, a sector skill board (SSB) member and a curriculum expert in WF were considered for the research. The curriculum expert in WF, WF teacher and head of department (HoD) of WF are well-versed in the WF teaching syllabus and can provide information about WF students' mathematics requirements. SSB members have adequate knowledge to help bridge the gap between theoretical and practical requirements in the WF trade area. Ethical approvals was obtained from the \"Humanities and Social Sciences Research Committee (HuSSREC) of Kwamme Nkrumah University of Science and Technology with reference number HuSSREC/AP/119/VOL.3\" prior to this study. All research procedures were conducted in accordance with the approved protocol and relevant ethical guidelines outlined by HuSSREC. The participants were made to sign consent form prior to the data collection.\u003c/p\u003e\u003cp\u003e\u003cb\u003eChoosing of the Mathematics Topics for the Practical\u003c/b\u003e\u003c/p\u003e\u003cp\u003eFirst, WF-specific mathematics content was chosen based on the American Welding Society's fabrication mathematics I and II, as well as the Math Curriculum for Welders (Northeast Wisconsin Technical Colleges), and was validated by curriculum experts, WF department heads, WF teachers, and WF SSB members. These include the topics and sub-topics that are specifically relevant to the WF trade area. These content areas were combined into one following the agreement of all four experts who serve as guides for the ChatGPT and Meta AI generated output.\u003c/p\u003e\u003cp\u003e\u003cb\u003eGenerating the Output from the Chat GTP\u003c/b\u003e\u003c/p\u003e\u003cp\u003eMathematics teachers were asked to use the ChatGPT and Meta AI apps on their phones to find tasks and example for each content area. Teachers follow specific guidelines when collecting search terms before inputting them into ChatGPT AI and Meta AI for response. For example, when looking for terms in fractions, a phrase like this was used: \"\u003cem\u003eprovide a contextualise problem specifically related to Welding and fabrication for second cycle institution in addition of fraction\u003c/em\u003e\". This allows the technology to generate specific examples relating to the content specified by each teacher. The outputs from the chart GTP were copied and pasted into a word document. This process was completed in six days, only on weekends (Saturday and Sunday), because the teachers were free and did not attend classes during this time.\u003c/p\u003e\u003cp\u003e\u003cb\u003eAssessment of Output from the ChatGPT by the Experts\u003c/b\u003e \u003cem\u003e(HoD, curriculum experts and SSB member)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe output from the two mathematics teachers were copied and saved as four word documents. Each document was distributed to experts (WF teacher, HoD in WF, curriculum experts, and SSB experts). These experts investigated whether the examples accurately represented the contextualisation of mathematics content in the WF trade area. They also determined whether the generated examples are of the appropriate difficulty level for students in the WF trade area, and whether the questions generated by ChatGPT AI align with specific mathematical competencies required in the WF trade area.\u003c/p\u003e\u003cp\u003e\u003cb\u003eAnalysis of the Data\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTables were used to present examples that had been contextualised. Furthermore, the experts' responses were analysed using content and thematic analysis based on predetermined themes such as appropriate level of difficulty and alignment with specific mathematical competencies required in the WF trade area.\u003c/p\u003e"},{"header":"Results and Discussion","content":"\u003cp\u003e\u003cb\u003eResearch Question One: Can ChatGPT AI generate sample questions that demonstrate the contextualization of mathematics content in WF trade area?\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe sample tasks or examples generated by both Chat GTP and Meta AI are presented in\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eContextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAreas\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTeacher 1(Chat GTP)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTeacher 2 (Meta AI)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e\u003cp\u003eDecimal Fraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnderstanding Decimals and Place Values\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding project requires a piece of metal that is 2.75 feet long. If the metal needs to be cut into pieces that are 0.5 feet long each, how many pieces can be made from the original piece of metal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal sheet's thickness is 2.54 mm. What is the place value of the digit 5?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAdding/Subtracting Decimals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn a fabrication workshop, a piece of metal measuring 4.25 feet long is welded onto another piece measuring 2.75 feet long. What is the total length of the metal after the welding is completed?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welder needs to calculate the total length of two metal rods: 3.25 meters\u0026thinsp;+\u0026thinsp;2.75 meters. What is the total length?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMultiplying/division Decimals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder is fabricating a metal structure that requires 3.5 meters of metal rod. If each rod is 0.75 meters long, how many rods will the welder need to complete the structure?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal pipe's volume is calculated by multiplying its length (5.2 meters) by its cross-sectional area (0.8 square meters). What is the volume?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eConverting a Fraction to a Decimal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding project requires a piece of metal that is 3/4 inches thick. Convert this fraction to a decimal value for measurement purposes.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal rod's length is 3/4 inch. What is the length in decimal form?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eConverting a Decimal to a Fraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA fabricator needs to cut a piece of metal that is 2.25 feet long into equal sections. Convert this decimal length to a fraction.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welder measures a metal sheet's thickness as 0.125 inches. What is the thickness in fraction form?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCaliper and Micrometer Introduction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder is using a caliper to measure the thickness of a metal sheet, and the reading is 0.35 inches. How would this measurement be expressed using a micrometer in millimeters?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal fabricator uses a caliper to measure a metal rod's diameter: 2.54 cm. What is the measurement in millimeters?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e\u003cp\u003ePre-Algebra\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnderstanding Signed Numbers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder is working on a project that requires cutting a metal plate into two pieces. If the original plate is 10mm thick and one piece needs to be 4mm thick, what is the difference in thickness between the two pieces? (Use signed numbers to represent the thickness of the two pieces).\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal fabricator records a temperature change: -5\u0026deg;C. What do the negative sign indicate?\u003c/p\u003e\u003cp\u003e2. A welder measures a metal sheet's thickness deviation: +0.5 mm. What do the positive sign indicate?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAdding Signed Numbers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA fabricator is welding together two metal beams. If one beam is 6 feet long and the other beam is -3 feet long (indicating that it is shorter than the first beam), what is the total length of the welded beams?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal sheet's temperature changes from \u0026minus;\u0026thinsp;2\u0026deg;C to +\u0026thinsp;3\u0026deg;C. What is the total temperature change?\u003c/p\u003e\u003cp\u003e2. A welding project involves moving a robot\u0026thinsp;+\u0026thinsp;5 meters forward and then \u0026minus;\u0026thinsp;2 meters backward. What is the net displacement?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSubtracting Signed Numbers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder needs to cut a piece of metal rod into two sections. If the original rod is 15 inches long and one section needs to be 7 inches long, what is the length of the remaining section after cutting?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal fabricator calculates the difference between two temperatures: 10\u0026deg;C - (-5\u0026deg;C). What is the result?\u003c/p\u003e\u003cp\u003e2. A welder subtracts a metal sheet's thickness deviation: 2 mm - (+\u0026thinsp;0.5 mm). What is the result?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMultiplying and Dividing Signed Numbers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA fabricator needs to divide a large sheet of metal into smaller sections for a project. If the original sheet is -24 inches long and needs to be divided into 4 equal sections, what is the length of each section?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal pipe's length is multiplied by -2. If the original length is 5 meters, what is the new length?\u003c/p\u003e\u003cp\u003e2. A welding machine's speed is divided by -2. If the original speed is 10 meters per minute, what is the new speed?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExponents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e. A welder is calculating the total amount of metal needed for a project that requires welding 3 metal plates together. If each plate is 5mm thick and there are 4 plates in total, what is the total thickness of the welded plates in millimeters?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal sheet's area is calculated using the formula A\u0026thinsp;=\u0026thinsp;s^2, where s\u0026thinsp;=\u0026thinsp;4 meters. Find the area.\u003c/p\u003e\u003cp\u003e2. A welding project involves calculating the volume of a cube: V\u0026thinsp;=\u0026thinsp;s^3, where s\u0026thinsp;=\u0026thinsp;2 meters. Find the volume.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSquare Roots\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA fabricator needs to find the square root of the total area of a metal sheet to determine the length of one side. If the metal sheet has an area of 16 square meters, what is the length of one side of the sheet?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal fabricator calculates the length of a side of a square metal sheet: \u0026radic;16 = ?\u003c/p\u003e\u003cp\u003e2. A welder finds the length of a diagonal of a rectangular metal plate using the Pythagorean theorem: \u0026radic;(3^2\u0026thinsp;+\u0026thinsp;4^2) = ?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOrder of Operations, including exponents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder is calculating the total weight of a welded structure by multiplying the weight of each individual component. If each component weighs 10 pounds and there are 5 components in total, what is the total weight of the structure in pounds?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eA welder needs to calculate the total area of a metal sheet that requires welding. The sheet has two rectangular sections:\u003c/p\u003e\u003cp\u003eSection 1: Length\u0026thinsp;=\u0026thinsp;4 meters, Width\u0026thinsp;=\u0026thinsp;2 meters\u003c/p\u003e\u003cp\u003eSection 2: Length\u0026thinsp;=\u0026thinsp;3 meters, Width\u0026thinsp;=\u0026thinsp;2^2 meters (or 4 meters)\u003c/p\u003e\u003cp\u003eThe total area to be welded is given by the expression:\u003c/p\u003e\u003cp\u003e2 \u0026times; (4 \u0026times; 2)\u0026thinsp;+\u0026thinsp;3 \u0026times; 2^2\u003c/p\u003e\u003cp\u003eQuestion\u003c/p\u003e\u003cp\u003eWhat is the total area to be welded?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e: Contextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAreas\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTeacher 1 (Chat GTP)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTeacher 2 (Meta AI)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"13\" rowspan=\"14\"\u003e\u003cp\u003eAlgebra\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFormulas\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder needs to calculate the total area of a metal sheet that is 6 meters long and 4 meters wide in order to determine how much welding material will be needed. The formula for finding the area of a rectangle is A\u0026thinsp;=\u0026thinsp;l x w, where A is the area, l is the length, and w is the width. Use this formula to calculate the total area of the metal sheet.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welder uses the formula F = (9/5)C\u0026thinsp;+\u0026thinsp;32 to convert Celsius to Fahrenheit. Find F when C\u0026thinsp;=\u0026thinsp;200\u0026deg;C.\u003c/p\u003e\u003cp\u003e2. A metal fabricator calculates the area of a rectangle using A\u0026thinsp;=\u0026thinsp;length \u0026times; width. Find A when length\u0026thinsp;=\u0026thinsp;5 meters and width\u0026thinsp;=\u0026thinsp;3 meters.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAlgebra Definitions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn welding and fabrication, the term \"tensile strength\" refers to the maximum amount of stress a material can withstand before breaking. Use algebraic symbols to represent the tensile strength of a metal material, and write an equation to show how the tensile strength is calculated.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welding project requires calculating the total cost (C) of materials: C\u0026thinsp;=\u0026thinsp;5x\u0026thinsp;+\u0026thinsp;10, where x is the number of units. Identify the variables and constants.\u003c/p\u003e\u003cp\u003e2. A metal fabricator uses the expression 2x\u0026thinsp;+\u0026thinsp;5 to represent the length of a metal rod. What does x represent?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCombining Like Terms\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder is trying to simplify the expression 3x\u0026thinsp;+\u0026thinsp;5y \u0026minus;\u0026thinsp;2x\u0026thinsp;+\u0026thinsp;y. Combine the like terms in this expression to find the simplified form.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. Simplify the expression: 2x\u0026thinsp;+\u0026thinsp;3x\u0026thinsp;+\u0026thinsp;5, representing the total length of metal rods.\u003c/p\u003e\u003cp\u003e2. Combine like terms: 4y \u0026minus;\u0026thinsp;2y\u0026thinsp;+\u0026thinsp;10, representing the total cost of welding materials.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDistributive Property\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA fabricator needs to distribute the steel bars evenly across a construction site. If there are 5 steel bars with a length of 10 meters each, use the distributive property to calculate the total length of steel bars that will be distributed.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal sheet is divided into 3 sections, each with an area of \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:2\\text{x}\\:+\\:5\\)\u003c/span\u003e\u003c/span\u003e. Find the total area.\u003c/p\u003e\u003cp\u003e2. A welder needs to calculate the total cost:\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:2(3\\text{x}\\:+\\:2)\\)\u003c/span\u003e\u003c/span\u003e. Simplify the expression.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDefining an Equation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn welding, the term \"heat input\" is used to measure the amount of heat energy that is applied to a weld. Write an equation to define how heat input is calculated in welding, and include any variables and coefficients that may be relevant.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal fabricator sets up the equation \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:2\\text{x}\\:+\\:5\\:=\\:15\\)\u003c/span\u003e\u003c/span\u003e to find the length of a metal rod. Solve for x.\u003c/p\u003e\u003cp\u003e2. A welding project requires the equation \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:5\\text{x}\\:-\\:3\\:=\\:12\\:\\)\u003c/span\u003e\u003c/span\u003eto calculate the number of units. Solve for x.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSolving Equations involving the Four Basic Operations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder is working on a project that requires connecting steel rods. The formula for the total length L of the connected rods is given by: L\u0026thinsp;=\u0026thinsp;3x \u0026minus;\u0026thinsp;7\u003c/p\u003e\u003cp\u003eIf the total length of the connected rods is 25 feet, what is the value of x?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eThe length of a metal beam is given by the equation\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\:2\\text{x}\\:+\\:5\\:=\\:11\\)\u003c/span\u003e\u003c/span\u003e. Solve for x.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSolving Equations with More than One Step\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn a fabrication project, the total cost C of materials used can be calculated using the formula: C\u0026thinsp;=\u0026thinsp;2.5x\u0026thinsp;+\u0026thinsp;50\u003c/p\u003e\u003cp\u003eIf the total cost is \u003cspan\u003e$\u003c/span\u003e200, what is the value of x?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eThe total cost of materials is given by the Eq.\u0026nbsp;3x\u0026thinsp;+\u0026thinsp;2\u0026thinsp;=\u0026thinsp;17. Solve for x.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSolving Equations with Parentheses and Variables on Both sides\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder needs to connect two steel plates of different lengths. The total length T of the connected plates is represented by the equation: \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\text{T}\\:=\\:4(\\text{x}\\:+\\:2)\\:-\\:3\\text{x}\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\u003cp\u003eFind the value of x if the total length of the connected plates is 15 feet.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eThe equation\u003c/p\u003e\u003cp\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:2(\\text{x}\\:+\\:3)\\:=\\:\\text{x}\\:+\\:10\\)\u003c/span\u003e\u003c/span\u003e Represents the relationship between two metal parts. Solve for x.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSolving Equations given a Formula\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder needs to connect two steel plates of different lengths. The total length T of the connected plates is represented by the equation: \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\text{T}\\:=\\:4(\\text{x}\\:+\\:2)\\:-\\:3\\text{x}\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\u003cp\u003eFind the value of x if the total length of the connected plates is 15 feet.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eThe area of a metal sheet is given by \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\text{A}\\:=\\:2\\text{x}\\:\\times\\:\\:3\\)\u003c/span\u003e\u003c/span\u003e. If A = 36, solve for x.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTranslating English to Algebra\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding project requires connecting two steel bars with lengths given by the expressions \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:2\\text{x}\\:-\\:3\\)\u003c/span\u003e\u003c/span\u003e and \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:3\\text{x}\\:+\\:5\\)\u003c/span\u003e\u003c/span\u003e. Write an equation representing the total length of the connected bars and solve for x.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTranslate \"five more than twice a number is 17\" into an equation and solve.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSetting up Word Problems\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIf a welder can connect 5 steel pipes in 10 hours, write an equation to represent the time it takes to connect x steel pipes and calculate the time it would take to connect 15 pipes.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eA welder needs to cut two pieces of metal. One piece is 3 meters longer than the other. If the total length is 15 meters, find the length of each piece.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eConverting from Decimal form to scientific Notation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA metal sheet in welding is measured to have a length of 7.25 meters. Convert this measurement into scientific notation.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. The length of a metal rod is 0.00045 meters. Express this in scientific notation.\u003c/p\u003e\u003cp\u003e2. A welding machine uses 1,250,000 joules of energy. Express this in scientific notation.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eConverting from scientific Notation to Decimal form\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThe weight of a steel beam in fabrication is written in scientific notation as 5.6 x 10^3 pounds. Convert this weight back to decimal form.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. The thickness of a metal sheet is 4.5 \u0026times; 10^-4 meters. Express this in decimal form.\u003c/p\u003e\u003cp\u003e2. A metal beam has a mass of 2.8 \u0026times; 10^3 kilograms. Express this in decimal form.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eScientific notation and basic operations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding project requires connecting two steel rods that are measured in scientific notation as 2.3 x 10^4 inches and 4.5 x 10^3 inches. Find the total length of the connected rods by adding these measurements in scientific notation.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. Calculate (3.2 \u0026times; 10^2) + (1.5 \u0026times; 10^2)\u003c/p\u003e\u003cp\u003e2. Calculate (4.8 \u0026times; 10^-3) \u0026times; (2.1 \u0026times; 10^2)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e: Contextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAreas\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTeacher 1 (Chat GTP)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTeacher 2 (Meta AI)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eMeasurement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAdding/Subtracting with Measurements\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder initially has a steel pipe of length 5.75 feet and then connects an additional pipe of length 3.25 feet. Calculate the total length in feet of the connected pipes by adding these measurements.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal rod is 2.5 meters long. If 0.8 meters is added, what is the new length?\u003c/p\u003e\u003cp\u003e2. A welding torch uses 3.2 liters of fuel. If 1.5 liters are used, how much fuel is left?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMultiplying/Dividing with Measurements\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn a fabrication project, steel bars are being cut into pieces with lengths expressed in decimal form. If one steel bar has a length of 13.75 inches and another has a length of 6.25 inches, find the total length in fractional inches when these two bars are combined.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal sheet has an area of 4.2 square meters. If it is divided into 3 equal parts, what is the area of each part?\u003c/p\u003e\u003cp\u003e2. A welding machine uses 2.5 kilowatts of power. If it operates for 4 hours, how much energy is consumed?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eConverting Decimals to Fractional Inches\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding project requires a steel beam with a length of 3 yards. Convert this length to feet.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. Express 0.5 inches as a fraction.\u003c/p\u003e\u003cp\u003e2. A metal rod has a diameter of 0.75 inches. Express this as a fraction.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eConverting Units within the English system-Length\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA fabricator needs to cut a steel rod into pieces, with each piece measuring 24 inches. Convert this length to yards.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal rod is 12 feet long. Express this length in inches. (1 foot\u0026thinsp;=\u0026thinsp;12 inches)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eConverting Units between the English and Metric Systems-Length\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder needs to convert a steel pipe's length from meters to feet. If the pipe is 5 meters long, what is the equivalent length in feet?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal beam is 2 meters long. Express this length in feet. (1 meter\u0026thinsp;\u0026asymp;\u0026thinsp;3.28 feet)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e: Contextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAreas\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTeacher 1 (Chat GTP)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTeacher 2 (Meta AI)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e\u003cp\u003eFraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eReducing fraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA fabricator has a steel plate that is 3/4 inches thick. Reduce this fraction to its simplest form.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. Simplify the fraction 1/4 inch (common measurement for metal thickness).\u003c/p\u003e\u003cp\u003e2. Reduce the fraction 3/8 inch (common measurement for drill bits).\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMost common use of fraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn welding, if 2/3 of the metal sheet is used for a project, what is the most common use of this fraction in real-world scenarios?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eFractions are commonly used in welding and fabrication to represent measurements, such as:\u003c/p\u003e\u003cp\u003e- Metal thickness: 1/16 inch, 1/8 inch\u003c/p\u003e\u003cp\u003e- Drill bits: 1/4 inch, 3/8 inch\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTypes of Fraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eExplain the types of fractions that can be encountered in welding and fabrication projects.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTypes of Fraction\u003c/p\u003e\u003cp\u003e1. *Proper fraction*: 1/4 inch (thickness of metal sheet)\u003c/p\u003e\u003cp\u003e2. *Improper fraction*: 5/4 inch (thickness of metal plate)\u003c/p\u003e\u003cp\u003e3. *Mixed fraction*: 2 1/2 inches (length of metal rod)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eImproper fraction/mixed fraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder has 7/2 feet of welding wire left. Express this measurement as a mixed fraction.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eImproper fraction/Mixed fraction\u003c/p\u003e\u003cp\u003e1. Convert 5/4 inch to a mixed fraction: 1 1/4 inch\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eWriting fractions with a higher term\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eWrite the fraction 1/2 with a higher term by multiplying the numerator and denominator by 3.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. Express 1/2 inch as a fraction with a denominator of 8 (e.g., 4/8 inch).\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eApplication problem\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA project requires welding together 3/5 of a metal pipe and 4/7 of a steel rod. What fraction of the total material is used for the project?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eA metal sheet is 3/4 inch thick. If it is stacked 5 times, what is the total thickness?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMultiplication of fractions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMultiply 2/3 by 3/4 and simplify the result.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. Calculate the area of a metal sheet that is 3/4 inch wide and 2/3 inch long.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDivision of fraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDivide 4/5 by 1/2 and express the result as a fraction in simplest form\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal rod is 3/4 inch long. If it is divided into 1/8 inch pieces, how many pieces can be made?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAddition/Subtraction of fractions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIf 2/3 of a metal sheet is used for welding and fabrication, and then 3/4 of the remaining sheet is used for another project, what fraction of the original sheet remains?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. Calculate the total thickness of two metal sheets, one 1/4 inch thick and the other 1/8 inch thick.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAddition/Subtraction of mixed fraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAdd 3 1/2 and 2 3/4, then subtract 1 1/3 from the sum. Evaluate the final mixed fraction.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. Calculate the total length of two metal rods, one 2 1/2 inches long and the other 1 3/4 inches long.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOrder of operations of Fraction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn a welding project involving different fractions of metal sheets, rods, and pipes, apply the order of operations (Parentheses, Exponents, Multiplication/Division, Addition/Subtraction) to determine the total fraction of material used.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCalculate: \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:(1/2\\:+\\:1/4)\\:\\times\\:\\:3/4\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e: Contextualizing mathematics content for WF students Using ChatGPT 4 and Meta AI\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabd\" border=\"1\"\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAreas\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTeacher 1 (Chat GTP)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTeacher 2 (Meta AI)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"9\" rowspan=\"10\"\u003e\u003cp\u003eTriangular\u003c/p\u003e\u003cp\u003eTrigonometry\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eConverting Angle Units\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA metal beam needs to be cut at an angle of 60 degrees. Convert this angle measurement to radians.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A CNC welding machine requires angle settings in radians. Convert 60 degrees to radians for a welding operation.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAdding/Subtracting Angle Units\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIf a metal pipe is rotated by 30 degrees and then by an additional 45 degrees, what is the total angle of rotation in degrees?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welding joint requires a 45-degree angle. If the angle is increased by 15 degrees for better penetration, what is the new angle?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eArc Length and Sector Area\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCalculate the arc length of a metal ring with a radius of 5 centimeters and an angle of 90 degrees.\u003c/p\u003e\u003cp\u003eFind the sector area of a circular metal plate with a radius of 10 inches and a central angle of 120 degrees.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. Calculate the arc length of a circular metal piece with a radius of 8 inches and a central angle of 120 degrees.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRecall of Pythagorean Theorem\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA triangular metal structure is being welded together, with one side measuring 8 meters and the other side measuring 6 meters. What is the length of the hypotenuse using the Pythagorean Theorem?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal frame forms a right triangle with legs of 6 feet and 8 feet. Find the length of the hypotenuse (the diagonal support).\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSpecial Right Triangles\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder is fabricating a metal frame for a new project. One of the support beams needs to be cut at a 30-60-90 degree angle to fit into place. The shorter side of the right triangle formed by the cut is 10 inches.\u003c/p\u003e\u003cp\u003e1. Calculate the lengths of the other two sides of the right triangle.\u003c/p\u003e\u003cp\u003e2. Determine the total length of the support beam needed for the frame.\u003c/p\u003e\u003cp\u003e3. If the frame requires three support beams with the same dimensions, calculate the total length of all the support beams needed.\u003c/p\u003e\u003cp\u003e4. Calculate the total surface area of all the metal beams used in the frame.\u003c/p\u003e\u003cp\u003e5. Determine the cost of materials if the metal used costs \u003cspan\u003e$\u003c/span\u003e0.50 per square inch.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A 45-45-90 triangle is used in designing a metal bracket. If one leg is 7 inches, find the length of the hypotenuse.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSine, Cosine, and Tangent Ratios\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder is working on constructing a metal frame for a rectangular table. The frame is angled at 30 degrees from the horizontal. If the height of the frame is 2 feet, calculate the length of the frame using trigonometric ratios.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welder needs to calculate the height of a metal support. If the angle is 30 degrees and the adjacent side is 5 meters, find the height (opposite side) using the tangent ratio.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSolving Triangles \u0026ndash; unknown on top\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welder needs to connect two metal beams with a diagonal brace. The diagonal brace measures 8 feet in length, and the horizontal beam measures 10 feet. Calculate the vertical height needed for the brace to connect the beams at a 45-degree angle.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal rod forms a right triangle with an angle of 60 degrees and an adjacent side of 4 inches. Find the length of the hypotenuse.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSolving Triangles \u0026ndash; unknown on bottom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn metal fabrication, a welder needs to create a support brace that spans a vertical distance of 6 feet and angles upward at 60 degrees. If the length of the brace is unknown, use trigonometric ratios to determine the length needed for the brace.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal support forms a right triangle with a hypotenuse of 12 feet and an angle of 45 degrees. Find the length of the adjacent side.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSolving Triangles \u0026ndash; angle unknown\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding project requires attaching a metal pipe diagonally across a square metal frame. The diagonal pipe measures 12 feet in length, with one end reaching a vertex of the square frame. Calculate the angle formed by the diagonal pipe with the frame, using trigonometric ratios.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal rod forms a right triangle with an opposite side of 5 inches and an adjacent side of 12 inches. Find the angle.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eApplication Problems\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA metal sculpture is being fabricated, consisting of a triangular frame with one side measuring 5 feet, and two other sides of equal unknown length. If the angle between the 5-foot side and one of the unknown sides is 60 degrees, calculate the lengths of the two equal sides using trigonometric ratios.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welder needs to calculate the length of a metal support for a roof. If the angle is 30 degrees and the adjacent side is 8 meters, find the length of the hypotenuse.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGeometry 1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAngle Definitions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn a welding project, the angle between two metal plates is measured to be 45 degrees. If one plate is perpendicular to the ground, what is the orientation of the second plate relative to the first?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welder needs to cut a metal sheet at a 45-degree angle. What type of angle is this?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePolygons\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA metal fabrication shop needs to cut a metal sheet into a regular octagon with a side length of 6 inches. Calculate the measure of each interior angle of the octagon.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal sheet is cut into a triangular shape. Identify the type of polygon.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCalculating Perimeter and Area for Quadrilaterals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding job involves constructing a rectangular gate with a length of 8 feet and a width of 4 feet. Calculate the perimeter and area of the gate.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal frame is rectangular with a length of 8 meters and a width of 5 meters. Find the perimeter and area.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePythagorean Theorem\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn welding a metal railing, a diagonal brace is needed to connect two supporting beams. If the beams are 10 feet apart and the diagonal brace measures 12 feet, determine if the brace is the correct length using the Pythagorean theorem.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal support forms a right triangle with legs of 3 meters and 4 meters. Find the length of the hypotenuse.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eArea of a Triangle\u003c/p\u003e\u003cp\u003e\u0026bull; Height Known \u0026bull; Isosceles Triangle \u0026bull; Equilateral Triangle\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA metal fabricator is working on a triangular metal sign with two equal sides of length 10 inches each. Calculate the area of the isosceles triangle given the angle at the vertex is 60 degrees.\u003c/p\u003e\u003cp\u003eA welding project involves creating an equilateral triangular metal frame with a side length of 12 inches. Determine the area of the equilateral triangle.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. *Height Known*: A triangular metal piece has a base of 5 inches and a height of 6 inches. Find the area.\u003c/p\u003e\u003cp\u003e2. *Isosceles Triangle*: A metal bracket forms an isosceles triangle with a base of 4 meters and equal sides of 6 meters. Find the area.\u003c/p\u003e\u003cp\u003e3. *Equilateral Triangle*: A metal plate is cut into an equilateral triangle with a side length of 8 inches. Find the area.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRegular Hexagons\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA metal fabrication job requires cutting a piece of sheet metal into a regular hexagon with a side length of 6 cm. Calculate the area of the hexagon.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal sheet is cut into a regular hexagon with a side length of 3 meters. Find the area.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eArea of Irregular Polygons\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA metal sculpture has irregular polygons as part of its design. Calculate the area of the irregular polygon by breaking it down into smaller shapes and summing their areas.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal piece is cut into an irregular polygon. Divide it into simpler shapes to find the area.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCircles \u0026ndash; Circumference and Area\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA circular metal base needs to be welded onto a cylindrical metal structure. If the diameter of the base is 8 inches, calculate the circumference and area of the circular base.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal pipe has a radius of 2 meters. Find the circumference and area.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIrregular Shapes with Circles\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn a welding project, a metal sculpture consists of irregular shapes with circles incorporated. Calculate the total area of the metal sculpture, including the circular sections.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal piece consists of a rectangle with a circular hole. Find the area.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLength of Stock\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding workshop has a stockpile of metal rods, with each rod measuring 4 feet in length. If the workshop needs to cut pieces that are 2 feet long for a project, how many pieces can they obtain from each rod?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welder needs to cut 5 pieces of metal rod, each 2.5 meters long. How much stock is required?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGeometry 2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRight Prisms\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA metal fabrication job requires constructing a rectangular prism-shaped metal box with a length of 10 inches, width of 6 inches, and height of 8 inches. Calculate the volume of the metal box.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A metal box has a length of 6 feet, width of 4 feet, and height of 2 feet. Find the volume.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCylinders\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding project involves creating a cylindrical metal tank with a radius of 5 feet and a height of 10 feet. Determine the volume of the cylindrical tank.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A cylindrical tank has a diameter of 4 feet and height of 6 feet. Calculate the surface area.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003ePercentages, Rate and Ratio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePercentages\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIn a metal fabrication workshop, 30 out of 50 metal sheets have been used for a project. Calculate the percentage of metal sheets remaining in the workshop.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welder needs to calculate the percentage of material wasted. If 10% of 100 kg of metal is wasted, how much metal is wasted?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA welding team can join 8 metal pieces per hour to create a metal frame. At this rate, how many frames can the team complete in 5 hours?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welding machine can cut 10 meters of metal per hour. How long will it take to cut 50 meters?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRatio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFor a welding project, the ratio of steel beams to aluminum sheets is 3:2. If the team has 15 steel beams, how many aluminum sheets do they need to maintain this ratio in the project?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1. A welding project requires a ratio of 2:3 for metal A to metal B. If 100 kg of metal A is used, how much metal B is needed?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe results in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e show that Meta AI and ChatGPT can generate contextual examples and tasks in WF for Ghana's second cycle institutions. Both applications were able to generate specific questions about the various mathematics topics. This means that Meta AI and ChatGPT can assist mathematics teachers in contextualising mathematics content relevant to WF when teaching mathematics in a WF classroom. This also implies that, with the Meta AI and ChatGPT tools available, mathematics teachers who are unfamiliar with WF can provide context to students during mathematics instruction. This helps to solve the problem that mathematics teachers face when teaching mathematics in a vocational trade area. This is consistent with the finding that has the potential to generate high-quality problems free of lexical diversity, with high cohesion and optimal readability (Norberg et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Taani and Alabidi (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) stated that ChatGPT can be used to generate maths questions for students. According to research, teachers of mathematics find it difficult to contextualise mathematics in the TVET trade area due to a lack of training and resources such as textbooks (Fitzmaurice et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). According to FitzSimons and Boistrup (2017), teachers typically spend a significant amount of time contextualising mathematical content in order to effectively communicate with their students. Norberg et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) discovered that ChatGPT has high lexical diversity, optimal readability, and cohesion scores in mathematical problem-solving formulation.\u003c/p\u003e\u003cp\u003e\u003cb\u003eResearch Question two: Are the mathematics problems generated by ChatGPT AI and Meta AI meet the cognitive demand level for students in the WF trade Area?\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe results from the experts\u0026rsquo; evaluations are presented in Extract 1.\u003c/p\u003e\u003cp\u003e\u003cb\u003eExtract 1\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eWF teacher\u003c/strong\u003e\u003cp\u003e\u003cem\u003eAbout 99% of all the questions generated by ChatGPT and Meta AI are within the level of the students. The examples and the tasks given are of different level of difficulty making it easy to use during class instruction.\u003c/em\u003e\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eHoD in WF\u003c/b\u003e: \u003cem\u003eI can say that all the questions are within the WF students\u0026rsquo; level since they are at the senior high level. One interesting thing is that the questions are at different level of Blooms taxonomy: Some of the questions are within the knowledge, understanding, application, analysis, synthesis and evaluation. As a result, instructors can use these examples when teaching by arranging them from less difficult to more demanding questions.\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eCurriculum expert\u003c/strong\u003e\u003cp\u003e\u003cem\u003ewith the nature of the questions generated by these two software, I can say that about 97% are within the level of the senior high school students. The 3% are a little below the secondary school level. For example, \u0026ldquo;A metal sheet's thickness is 2.54 mm. What is the place value of the digit 5?\u0026rdquo;. Even with the examples of low demand, mathematics instructors can use them at the introductory part during mathematics instruction.\u003c/em\u003e\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eSSB expert\u003c/strong\u003e\u003cp\u003e\u003cem\u003eThe questions generated by both software are within the scope of the mathematics teaching syllabus for senior high school of which WF students are part. As a result, I can boldly say that the examples here align with the objectives and the requirement of the mathematics syllabus. In conclusion, all the questions are within the level of the Students.\u003c/em\u003e\u003c/p\u003e\u003c/p\u003e\u003cp\u003eThe expert's evaluation revealed that the mathematics tasks generated by Meta AI and ChatGPT meet the cognitive demand level for a second-cycle institution. This was made possible by providing the software with specific details about the level, trade area, and context examples, as well as tasks that were appropriate for the students' level. This implies that ChatGPT and Meta AI can help generate questions that meet students' cognitive demands. This is consistent with the findings of Moore et al. (2024), who found that 32% of the problems generated by students using Chat GTP-3 were classified as high quality and 23% as high cognitive processes according to Blooms Taxonomy. As a result, mathematics teachers do not need to stress about finding context problems in WF that are appropriate for their students' cognitive levels (FitzSimons \u0026amp; Boistrup, 2017; Fitzmaurice et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Hwang and Utami (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) discovered that ChatGPT can generate more questions at varying levels of difficulty.\u003c/p\u003e\u003cp\u003e\u003cb\u003eResearch Question three: are the mathematics questions generated by ChatGPT AI aligns with specific mathematical competencies required in WF trade area?\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe results from the experts\u0026rsquo; evaluations are presented in Extract 2\u003c/p\u003e\u003cp\u003eExtract 2:\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eWF teacher\u003c/strong\u003e\u003cp\u003e\u003cem\u003eThe questions generated for each specific content is very relevant to WF trade area. These examples are directly linked to WF and can help the students to get the necessary mathematics content require in the trade area.\u003c/em\u003e\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eHoD in WF\u003c/strong\u003e\u003cp\u003e\u003cem\u003eThe nature of the questions is exactly what the teaching syllabus of WF requires from the mathematics instructors. The examples and the questions are application questions in WF that can help the students relate the mathematics to WF trade area.\u003c/em\u003e\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eCurriculum expert\u003c/strong\u003e\u003cp\u003e\u003cem\u003eI can confidently say that about 99% of the examples generated by these two software are directly linked to WF trade area. If WF students are exposing to examples and tasks like this in mathematics classroom, students will see the direct transfer of their mathematics to WF trade area and that is what the syllabus require.\u003c/em\u003e\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eSSB experts\u003c/strong\u003e\u003cp\u003e\u003cem\u003eThe questions and the examples generated by the ChatGPT and Meta AI are relevant to the WF trade area. For example, a question likes \u0026ldquo;A cylindrical tank has a diameter of 4 feet and height of 6 feet. Calculate the surface area\u0026rdquo; can guide the students in making cylindrical container with minimal material waste. In conclusion, these questions can provide the students with mathematical competencies required in the WF trade area.\u003c/em\u003e\u003c/p\u003e\u003c/p\u003e\u003cp\u003eAccording to the four respondents, ChatGPT and Meta AI can generate mathematics contextualised tasks and examples that are directly related to WF trading. This implies that the mathematics tasks and examples generated by ChatGPT AI are consistent with the mathematical competencies required in the WF trade area. Hwang and Utami (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) used Chart GTP to generate mathematics questions for real-world applications and discovered that the questions generated were relevant to geometric concepts with different sentence generation. They also discovered that the system generated more realistic problems with strong mathematical validity and high language quality. Pelton and Pelton (2023) discovered that ChatGPT generated accurate, grammatically correct, and relevant text for mathematics teachers that can be used in their instruction.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study shows how AI tools like ChatGPT and Meta AI can be used to make mathematics education more relevant to the welding and fabrication trade. The results show that these AI models can make math problems and examples that are relevant to a specific trade and fit with the cognitive and skill requirements of that trade. By using AI in this way, teachers can connect theoretical mathematics to real-world trade uses, which will help students, understand and get ready for careers in welding and fabrication. This is because graduate students are supposed to connect what they learn in mathematics class with what they need to do in their jobs (Ellstr\u0026ouml;m, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Consequently, ChatGPT and Meta AI can assist mathematics educators in cultivating the skill of reconceptualisation. Recontextualization is the skill that teachers must cultivate to equip students with mathematical competencies that will be applicable in diverse industries and various careers, rather than solely in the academic realm (FitzSimons \u0026amp; Boistrup, 2017). This new way of doing things has the potential to improve the results of vocational education and better prepare students for the job market. Other researchers can also examine how the contextualised problems created by ChatGPT and Meta AI influence student interest, performance, and perceptions regarding the relevance of mathematics in the workforce trade area.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eTVET, WF, GTP, AI\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll data generated or analysed during this study are included in this published article.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests:\u0026nbsp;\u003c/strong\u003eThe authors declare that they have no competing interests\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding was received for this research\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors’ contributions statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePhilip Adjei Acheampong: Wrote the introduction, methodology, analysed the results and discussed the results.\u003c/p\u003e\n\u003cp\u003eMatilda Sarpong Adusei: Collected and organized the data for this research.\u003c/p\u003e\n\u003cp\u003eLeticia Nana Sam: Wrote the theoretical framework, the conclusion and the abstract of the study.\u003c/p\u003e\n\u003cp\u003eAll authors review and approved the final version of this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number:\u003c/strong\u003e not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHuman Ethics and Consent to Participate declarations:\u0026nbsp;\u003c/strong\u003eEthical approvals was obtained from the \"Humanities and Social Sciences Research Committee (HuSSREC) of Kwamme Nkrumah University of Science and Technology with reference number HuSSREC/AP/119/VOL.3\" prior to this study. All research procedures were conducted in accordance with the approved protocol and relevant ethical guidelines outlined by Humanities and Social Sciences Research Committee (HuSSREC). The participants were made to sign consent form prior to the data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to publish declaration:\u0026nbsp;\u003c/strong\u003eInform consent was obtained from the participants for their data to be used in this study and for publication of results in an anonymous format.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Authorship:\u0026nbsp;\u003c/strong\u003eThe authors have read the journal policies and are submitting this manuscript in accordance with those policies.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbdullah F, Ward R. Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Comput Hum Behav. 2016;56:238\u0026ndash;56.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBrantlinger A. Critical and vocational mathematics: Authentic problems for students from historically marginalized groups. J Res Math Educ. 2022;53(2):154\u0026ndash;72.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDalby D, Noyes A. Connecting Mathematics Teaching with Vocational Learning. Adults Learn Math. 2015;10(1):40\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDalby D, Noyes A. Locating mathematics within post-16 vocational education in England. J Vocat Educ Train. 2016;68(1):70\u0026ndash;86.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDavis FD. (1985). \u003cem\u003eA technology acceptance model for empirically testing new end-user information systems: Theory and results\u003c/em\u003e (Doctoral dissertation, Massachusetts Institute of Technology).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEllstr\u0026ouml;m PE. Practice-based innovation: a learning perspective. J Workplace Learn. 2010;22(1/2):27\u0026ndash;40.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFitzmaurice O, O'Meara N, Johnson P. Highlighting the Relevance of Mathematics to Secondary School Students\u0026ndash;Why and How. Eur J STEM Educ. 2021;6(1):7.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFitzSimons GE, Bj\u0026ouml;rklund B, L. In the workplace mathematics does not announce itself: Towards overcoming the hiatus between mathematics education and work. Educational Stud Math. 2017;95:329\u0026ndash;49.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFrejd P, Muhrman K. Is the mathematics classroom a suitable learning space for making workplace mathematics visible ? \u0026ndash; An analysis of a subject integrated team- teaching approach applied in different learning spaces. J Vocat Educ Train. 2022;74(2):333\u0026ndash;51.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGidlund U. Relational pedagogy in a vocational programme in upper secondary school: A way to make more students graduate. Nordic J Vocat Educ Train. 2020;10(2):106\u0026ndash;28.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGranić A, Marangunić N. Technology acceptance model in educational context: A systematic literature review. Br J Edu Technol. 2019;50(5):2572\u0026ndash;93.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHowell E, Walkington C. (2019, January). An exploration of math attitudes and STEM career interests for community college students. In \u003cem\u003eProceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education\u003c/em\u003e.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHwang WY, Utami IQ. Using GPT and authentic contextual recognition to generate math word problems with difficulty levels. Educ Inform Technol. 2024;29(13):1\u0026ndash;29.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMirabueno JAS, Boyon MCL. Senior high school academic progression in mathematics. PEOPLE: Int J Social Sci. 2020;5(3):840\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMoore S, Nguyen HA, Bier N, Domadia T, Stamper J. (2022, September). Assessing the quality of student-generated short answer questions using GPT-3. In \u003cem\u003eEuropean conference on technology enhanced learning\u003c/em\u003e (pp. 243\u0026ndash;257). Cham: Springer International Publishing.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMuhrman K. (2016). 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Transforming Mathematics Education in TVET Colleges Through Humanising Pedagogy: An Exploration of Teaching Approaches, Student Engagement, and Real-life Examples. IETE J Educ, 1\u0026ndash;17.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWeerasinghe S, Hindagolla M. (2017). Technology acceptance model in the domains of LIS and education: A review of selected literature. Libr Philos Pract, 1\u0026ndash;27.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Contextualization, Welding and Fabrication, ChatGPT AI, Meta AI, mathematics teachers, mathematics content","lastPublishedDoi":"10.21203/rs.3.rs-7142307/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7142307/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eMathematics is the foundation of all TVET trade areas, particularly welding and fabrication. However, linking mathematics concepts to the welding and fabrication trades remains a challenge in the literature. To address this gap, this study investigated the potential use of ChatGPT AI to assist mathematics teachers in contextualising mathematics examples and tasks in the welding and fabrication trades. An exploratory case study research design was used to investigate the feasibility and effectiveness of using ChatGPT and Meta AI to contextualise mathematics examples and tasks in the welding and fabrication trade area. All welding and fabrication-related mathematics concepts were chosen based on the American Welding Society's fabrication mathematics I and II, as well as the Mathematics Curriculum for Welders (Northeast Wisconsin Technical Colleges). Two mathematics teachers searched ChatGPT AI and Meta AI for specific examples and questions about the various concepts in welding and fabrication at a TVET second cycle institution. Experts in the welding and fabrication trades assessed the output. The data was analysed using both content and thematic analyses. The findings revealed that both ChatGPT and Meta AI generated mathematics tasks and examples demonstrating the contextualisation of mathematics content in the WF trade area. Furthermore, the findings revealed that contextualise problems are consistent with specific mathematical competencies required in the WF trade area and meet the cognitive demand level for students in the WF trade area. This novel approach can thus improve students' understanding and application of mathematical concepts in the context of their trade, eventually bridging the gap between theory and practice in vocational education.\u003c/p\u003e","manuscriptTitle":"Enhancing mathematics teachers’ contextualization of mathematics content in welding and fabrication trade Area Using ChatGPT AI and Meta AI","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-21 09:56:42","doi":"10.21203/rs.3.rs-7142307/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-12T06:47:55+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-21T02:43:50+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-20T04:50:35+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"104975700665218541945967543752399357702","date":"2025-08-14T13:10:36+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"127069297458237304420221179250013090448","date":"2025-08-12T23:26:25+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-12T11:52:21+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-12T11:47:52+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-01T08:26:00+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-31T09:03:04+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-07-31T08:31:42+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"93d2e616-8162-4200-9e2e-596f17452fc7","owner":[],"postedDate":"August 21st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-09-24T05:27:50+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-21 09:56:42","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7142307","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7142307","identity":"rs-7142307","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}