Critical Thinking of Pre-Service Mathematics Teachers Using Artificial Intelligence Tools
TL;DR
There is a gap between the ability to identify correctness and the ability to implement it in effective instructional planning and the need to develop critical thinking in the context of using artificial intelligence in teacher training is emphasized.
Abstract
The integration of artificial intelligence (AI) in education has expanded access to knowledge and created new opportunities for teaching and learning. Also, it poses a major challenge: AI products may contain inaccuracies or biases, and their use does not guarantee critical engagement. This challenge is particularly prominent in teacher education, which requires not only the evaluation of information but also the translation of information into pedagogical decisions. This study examines the critical thinking processes and technological pedagogical content knowledge (TPACK) of preservice mathematics teachers as they plan lessons with the assistance of AI tools. The study examines their ability to evaluate the accuracy and appropriateness of AI-generated suggestions. The study also focuses on the levels of thinking—perception, processing, and execution- that are expressed in the decision-making process. In this qualitative study, 29 lesson plans and written reflections collected from 41 preservice elementary mathematics teachers during a methods course were analyzed using content analysis. The findings indicate a gap between the ability to identify correctness and the ability to implement it in effective instructional planning and emphasize the need to develop critical thinking in the context of using artificial intelligence in teacher training.