Exploring the Mathematical Modeling Skills of Pre-Service Elementary Mathematics Teachers Through an Artificial Intelligence Tool: The Case of ChatGPT

The aim of this study is to examine the mathematical modeling (MM) skills of pre-service elementary mathematics teachers (PEMTs) in the context of their interactions with ChatGPT, artificial intelligence (AI)-supported language model, and to analyze the process in a multifaceted and in-depth manner. A case study design, one of the qualitative research paradigms, was employed in the study. A total of 41 PEMTs participated in the study, and the participants were selected using criterion sampling, one of the purposive sampling methods. Data were collected through modeling tasks, AI interaction records, semi-structured interview forms, and observation notes. The collected data were analyzed using the content analysis method. The findings revealed that the MM competencies of the candidates varied depending on the difficulty level of the tasks. While receiving support from AI, the PEMTs mostly engaged in interactions such as explanatory and directive guidance, confirmatory feedback, strategy generation, and reflective questioning. Opinions regarding this process were categorized under four themes: intellectual contributions, experiences of interaction with AI, cognitive and pedagogical reflections, and general evaluations and suggestions. The participants described the MM process as challenging yet instructive; they stated that interaction with AI encouraged them to generate new solutions and that the experience enhanced their awareness of their future professional roles. In this regard, it is recommended that AI-supported practices be consciously and purposefully integrated into teacher education processes.