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Updated: Jun 8, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Using large language models to support pre-service teachers mathematical reasoning-an exploratory study on ChatGPT as
Frederik Dilling1, Marc Herrmann1
1Mathematics Education, Department of Mathematics, University of Siegen, Siegen, Germany.
Abstract:
In this exploratory study, the potential of large language models (LLMs), specifically ChatGPT to support pre-service primary education mathematics teachers in constructing mathematical proofs in geometry is investigated. Utilizing the theoretical framework of instrumental genesis, the prior experiences of students with LLMs, their beliefs about the operating principle and their interactions with the chatbot are analyzed. Using qualitative content analysis, inductive categories for these aspects are formed. Results indicate that students had limited prior experiences with LLMs and used them predominantly for applications that are not mathematics specific. Regarding their beliefs, most show only superficial knowledge about the technology and misconceptions are common. The analysis of interactions showed multiple types of in parts mathematics-specific prompts and patterns on three different levels from single prompts to whole chat interactions.
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