Equipping Teachers with Generative AI Skills for Teaching and Learning Mathematics

Abstract

Lim and colleagues (2023) defi ne Generative Artifi cial Intelligence (GenAI) as “a technology that (i) leverages deep learning models to (ii) generate human-like content (e.g., images, words) in response to (iii) complex and varied prompts (e.g., languages, instructions, questions).” The emergence of GenAI, notably with the launch of ChatGPT in November 2022, has brought about a paradigm shift in educators' teaching and learning practices worldwide (Strzelecki, 2023). Consequently, there has been a surge of academic research investigating the opportunities and challenges of integrating generative AI tools into education (Baidoo-Anu & Ansah, 2023; Kasneci et al., 2023; Lim et al., 2023). Even though ChatGPT is emerging as a valuable educational tool, educators and students must acknowledge its limitations and exercise caution when integrating ChatGPT in educational settings (Guler et al., 2024). Yet, research on implementing GenAI tools in academic settings has lagged. Eff ective use of ChatGPT in classrooms requires a balanced blend of the strengths of the technology with appropriate human guidance (Sánchez-Ruiz et al., 2023). The absence of appropriate training and support for teachers in utilizing GenAI tools obstructs their effi cient integration into the classroom, which harms students' ability to think critically and solve problems. To prepare future educators to navigate the complexities of modern classrooms, it is important to equip teachers with skills to incorporate GenAI tools eff ectively into teaching practices (Nyaaba & Xiaoming, 2024). This poster aims to bridge the gap between research and practice for integrating GenAI in mathematics classrooms by demonstrating how teachers can use GenAI tools in teaching and learning mathematics. The poster presentation will showcase a few instances informed by scholarly research and contemporary industry practices.