The didactical knowledge of generative artificial intelligence tools: The case of writing mathematics lessons

Generative artificial intelligence (GenAI) is attracting the attention of educators for its potential in the classroom, including the mathematics classroom. Investigating these potentialities for the student and the teacher is needed to support the teacher in his/her decisions concerning integrating this new technology into his/her classroom. The present study intends to study the potentialities of GenAI bots (ChatGPT, Gemini, Claude, and Perplexity) in writing mathematical lessons and in awareness of the teaching means (method, strategy and technique) in the lessons. We collected the data through prompts given to the bots. We analyzed the data using deductive and inductive reasoning. The research results indicated that the four bots succeeded in writing a mathematics lesson on the linear function topic. They showed awareness of the teaching means used in the lesson, but they differed regarding what they considered a teaching method and a teaching strategy. Future research is requested to study other aspects of the didactical knowledge of GenAI bots.