Chancen und Grenzen in der Integration von ChatGPT in fachmathematischen, fachdidaktischen und praxisorientierten Lehrveranstaltungen

Abstract

The rapid progress in using AI as an interactive partner increases the need to differentiate the potential, limitations and applications of ChatGPT for mathematics teacher education as a learning and reflection tool. The survey of 32 mathematics (education) lecturers at the University of Duisburg-Essen revealed that the different types of courses (mathematics, mathematics education and praxis-oriented) require a varying implementation of ChatGPT. However, this in turn calls for specific concepts to train the AI-Literacy of both the lecturers and the students in advance.