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

Wajeeh Daher; Ahlam Adnan Anabousy

doi:10.29333/ejmste/16769

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Wajeeh Daher ¹ ² ^* , Ahlam Adnan Anabousy ¹ ³

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¹ Al-Qasemi Academic College of Education, Baqa al-Gharbiyye, ISRAEL² An-Najah National University, Nablus, PALESTINE³ Kibbutzim College of Education, Tel-Aviv, ISRAEL^* Corresponding Author

Abstract

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.

Keywords

AI bots
didactical knowledge
lesson planning
generative artificial intelligence
mathematics lesson

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 9, September 2025, Article No: em2691

https://doi.org/10.29333/ejmste/16769

Publication date: 01 Sep 2025

Online publication date: 17 Aug 2025

Article Views: 30

Article Downloads: 15

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How to cite this article

APA

Daher, W., & Anabousy, A. A. (2025). The didactical knowledge of generative artificial intelligence tools: The case of writing mathematics lessons. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2691. https://doi.org/10.29333/ejmste/16769

Vancouver

Daher W, Anabousy AA. The didactical knowledge of generative artificial intelligence tools: The case of writing mathematics lessons. EURASIA J Math Sci Tech Ed. 2025;21(9):em2691. https://doi.org/10.29333/ejmste/16769

AMA

Daher W, Anabousy AA. The didactical knowledge of generative artificial intelligence tools: The case of writing mathematics lessons. EURASIA J Math Sci Tech Ed. 2025;21(9), em2691. https://doi.org/10.29333/ejmste/16769

Chicago

Daher, Wajeeh, and Ahlam Adnan Anabousy. "The didactical knowledge of generative artificial intelligence tools: The case of writing mathematics lessons". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 9 (2025): em2691. https://doi.org/10.29333/ejmste/16769

Harvard

Daher, W., and Anabousy, A. A. (2025). The didactical knowledge of generative artificial intelligence tools: The case of writing mathematics lessons. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2691. https://doi.org/10.29333/ejmste/16769

MLA

Daher, Wajeeh et al. "The didactical knowledge of generative artificial intelligence tools: The case of writing mathematics lessons". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 9, 2025, em2691. https://doi.org/10.29333/ejmste/16769