Pre-service mathematics teachers’ views on the usefulness of ChatGPT’s: the validity of the obtained responses matters!

Mathematics education research on the use of generative artificial intelligence (GenAI) is increasing, but studies focusing on teachers’ perspectives remain scarce. Specifically, limited attention has been given to the impact of the validity of AI-generated responses on teachers’ perceptions of GenAI tools. This study explores this impact among pre-service teachers (PSTs), with a focus on the usefulness and ease of use of ChatGPT. We asked 54 PSTs to pose three statistical problems, submit them to ChatGPT, and examine the solutions. Quantitative analysis revealed statistically significant differences among PSTs who obtained three, two, and a single valid solution from ChatGPT. Those who obtained two and three valid solutions considered ChatGPT to be more useful and easier to use than those who received a single valid solution. The analysis of responses to open-ended and closed-ended questions showed that the PSTs acknowledged the educational benefits of ChatGPT while remaining cognizant of its limitations.