earticle

영어

This study focuses on the activities in which learners engage when they construct and enter their mathematical problem solutions as text in a generative artificial intelligence environment that is used as a digital resource in mathematics education. To this end, direct intervention in the mathematical content of the solutions presented by the research participant was intentionally avoided, and the role of the AI was restricted to providing feedback that supported the review and improvement of logical structure. This study employed a qualitative approach to analyze the entire process through which a pre-service teacher entered a previously solved mathematical problem solution as text in a ChatGPT environment, using paper-based solutions, screen-recording data, and post-task interview responses as data sources. The findings revealed that pauses, revisions, and reorganizations were repeatedly observed throughout the process of entering a completed solution into ChatGPT. This suggests that the pre-service teacher’s solution was not merely transcribed but was continuously adjusted and reorganized during the text-entry process, and that the ChatGPT environment functioned as a digital resource prompting the learner to reflect on and logically justify the solution.his study