İpek Saralar , İlyas Karadeniz

DOI:10.7468/jksmed.2025.28.2.95 Vol.28(No.2) 95-120, 2025

This study investigates the use of ChatGPT as a tool by fourth-year pre-service middle school mathematics teachers in preparing instructional materials for mathematics lessons. The study’s primary aim is to explore how pre-service teachers utilize ChatGPT to enhance lesson content, develop diverse teaching strategies, and engage students in mathematical concepts. Conducted with a sample of 49 pre-service teachers enrolled in a mathematics teacher education program, the research employs qualitative data collection methods, including observations of lesson activity presentations, semi-structured interviews, and documentation using student assignments. The data were analyzed thematically, with coding used to identify recurring themes and patterns regarding the effectiveness and challenges of ChatGPT as a teaching aid in mathematics. Key findings reveal that pre-service teachers leverage ChatGPT to generate varied instructional materials, offer detailed problem-solving explanations, and adapt content for different student learning needs. However, they also encounter challenges in ensuring the reliability of AI-generated content and maintaining interactive student engagement. The study underscores the potential benefits and limitations of ChatGPT in supporting pre-service teachers in lesson preparation while highlighting the need for critical evaluation skills when integrating AI tools into educational practice. This research contributes to the growing body of knowledge on AI in education by offering insights into how future mathematics educators perceive and apply AI technologies to foster creativity, enhance instructional quality, and support student learning.

ChatGPT, mathematics education, pre-service teacher, teacher training

Miriam Sanders , Michelle Kwok , Micayla Gooden , Eric Rivera Rodriguez , Dawn Parker

DOI:10.7468/jksmed.2025.28.2.121 Vol.28(No.2) 121-158, 2025

This study explores how pre-service teachers (PSTs) demonstrate mathematical creativity and modeling through a digital storytelling task. Prior research has highlighted the importance of mathematical creativity in mathematics instruction, yet teachers possess limited knowledge on using mathematical creativity to support students. Thus, the digital storytelling task was used to engage PSTs in problem posing, a mathematical creativity task. The researchers analyzed 20 PST digital storybook projects developed in a problem solving course. This digital storytelling task required PSTs to use addition/subtraction and multiplication taxonomies to pose a real-world problem that could be solved using Pólya’s (1945) problem solving steps and aligned with state standards. The analysis revealed three key themes in how PSTs demonstrate mathematical creativity: standard algorithm only, non-standard algorithm only, and combination: standard algorithm & non-standard algorithm. Additionally, researchers identified some of the challenges that PSTs faced when engaging in digital storytelling and problem posing. This study highlights the importance of providing mathematical creativity tasks to help develop PSTs’ mathematical creativity and modeling skills.

mathematical modeling, pre-service teaching, problem posing

Tye G. Campbell , Sheunghyun Yeo

DOI:10.7468/jksmed.2025.28.2.159 Vol.28(No.2) 159-176, 2025

Reflection is a vital component of improving one’s teaching practice, particularly for preservice teachers. Current research on preservice teacher reflection often examines the gaps, or deficits, of preservice teachers’ reflective practices. The aim of this paper is to propose a conceptual framework and methodological approach for exploring preservice teachers’ reflections on teaching mathematics from an asset-based perspective. Building upon prior literature, we created a conceptual framework called Preservice Teacher Noticing of Classroom Practices, which provided a lens for seeing preservice teachers’ assets as it relates to reflection. Guided by this conceptual framework, we analyzed 18 preservice teachers’ written reflections of their own teaching practice to explore their assets of reflection. The findings revealed that preservice teachers used existing intellectual resources (i.e., assets) to solve problems of practice, and an illustrative example from the data demonstrated how preservice teachers can productively build upon their current assets toward improved reflective practices. Implications for research include new theoretical and methodological approaches for analyzing preservice teachers’ reflections. Implications for practice include new strategies for supporting preservice teachers in building upon their assets toward improved reflective practices.

asset-based analysis, preservice teacher education, teacher reflection, mathematics education, reflective practice

Yanhui Xu

DOI:10.7468/jksmed.2025.28.2.177 Vol.28(No.2) 177-197, 2025

Since the 21st century, humanistic spirit and scientific attitude have gradually become the focus of moral education in mathematics (MEM). Based on practice, the overall design of MEM has been formed. The connotation and system of MEM have been continuously improved. However, there is still no unified and clear connotation framework for MEM. We refer to relevant literature to develop a survey questionnaire on junior high school students’ perception of MEM. Through exploratory and confirmatory factor analysis of 524 junior high school students' questionnaires, the results show that there are four dimensions of junior high school students’ perception of MEM, namely personal quality, mathematical aesthetics, humanistic spirit and rational spirit. The survey scale has a clear structure and good reliability and validity to determine the exclusion of certain factors in establishing mathematical models is to make moral choices.

moral education in mathematics, personal quality, mathematical aesthetics, humanistic spirit, rational spirit

Youjia Hua , Derek Rodgers , Kristin Panos

DOI:10.7468/jksmed.2025.28.2.199 Vol.28(No.2) 199-215, 2025

Postsecondary opportunities for young adults with developmental disabilities (DD) are increasing, yet many individuals with intellectual disability (ID) or autism spectrum disorder (ASD) enter college with significant gaps in mathematics, particularly in word-problem solving. These gaps restrict students’ ability to fully benefit from higher education and diminish their prospects for independent, highquality lives. Grounded in an explicit-instruction framework, this study evaluated a schema-based intervention (SBI) delivered through a concrete-representational-abstract (CRA) sequence to remediate geometric word-problem deficits. A randomized, response-guided multiple-baseline design across three participants (ages 18-25; IQ = 68-84) enrolled in a two-year postsecondary education program assessed the intervention’s effects. The dependent variable was the number of correctly completed solution steps on worksheets requiring students to find the area of rectangles. Masked visual analysis and a randomization test confirmed a functional relation between the intervention and improved performance. All participants demonstrated rapid gains, and generalized the skills to novel problem contexts.

schema-based instruction, concrete-representational-abstract, word-problem solving, intellectual disability, postsecondary transition

Jessica Jensen , Katie Paulding

DOI:10.7468/jksmed.2025.28.2.217 Vol.28(No.2) 217-231, 2025

This article explores how rehearsals of Number Talks (NTs) in an elementary mathematics methods course support pre-service teachers (PSTs) in developing effective questioning strategies that foster student reasoning. NTs, a daily routine encouraging mental math, number sense, and discourse, offer a rich context for PSTs to practice eliciting and responding to student thinking. Through structured, low-stakes rehearsals, PSTs develop skills in crafting open-ended questions, facilitating equitable classroom discussions, and navigating the complexities of responsive teaching. The article outlines the instructional design of these rehearsals, coaching strategies used by instructors, and additional assignments that extend learning. It also presents evidence of PST growth in questioning sophistication, confidence, and awareness of equitable teaching practices. Ultimately, the article positions NT rehearsals as a valuable pedagogical tool for supporting teacher preparation globally, offering a model for how structured practice and feedback can cultivate the teaching skills necessary to support students' mathematical reasoning in diverse, inclusive classrooms.

rehearsals, number talks, pre-service teachers, teacher questioning