The aim of the research is to investigate the academic achievement of ChatGPT, an artificial intelligence based chatbot, in a national mathematics exam. For this purpose, 3.5 and 4 versions of ChatGPT were asked mathematics questions in a national exam. The method of the research is a case study. In the research, 3.5 and 4 versions of ChatGPT were used as data collection tools. The answers given by both versions of ChatGPT were analyzed separately by three researchers. As a result of the analysis of the data, it was found that ChatGPT-4 was more successful in the exam compared to ChatGPT-3,5 version, was better at understanding the questions asked, understood the instructions better and included more details in the question solution, and at the same time, both versions made common and different mistakes. According to the findings of the study, it was concluded that ChatGPT sometimes worked very well, sometimes only worked well and sometimes failed. In the light of the findings of the study, it can be suggested to use ChatGPT versions in mathematics education to obtain basic information and to get supervised help.

STEM and computer science (CS) education are some of the most important research topics of the last decade. The idea that CS should be a part of STEM is becoming more and more common. The most important goals of integrating CS into STEM are to develop students’ computational thinking (CT) and problem-solving skills. STEM education creates a natural context for integrating CT into learning and teaching processes. However, applied studies are needed since the subject is new and open to development. In this study, we designed an interdisciplinary unplugged programming activity to integrate CT into STEM activities which we then implemented in a professional development course (PD) with the participation of STEM teachers. To evaluate the effectiveness, an open-ended questionnaire was given to the teachers and the results were analyzed. Accordingly, the teachers stated that the activity was exemplary in applying the interdisciplinary approach and enabling the perspectives of different disciplines to be seen by other subject-area teachers. Also, using unplugged programming activities in teacher education provides an important example. Teachers who want to conduct unplugged programming activities in their classrooms, learn how to integrate CT into STEM, are interested in the practice to support their students’ research skills, and aim to support students’ 21st-century skills can also use this activity. The interdisciplinary structure of the activity and its example of integrating CT into STEM will guide practitioners and researchers in the field.

Teacher qualifications are a crucial element for successfully implementing integrated STEM education. Research suggests that a STEM education program should be compulsory for all STEM-related teachers. In this study, as STEM education researchers, we asked teachers from different disciplines about their expectations from a professional development (PD) program for integrated STEM education. Six hundred sixty-four teachers participated in the study. We examined the PD expectations of middle school science, mathematics, and computer science teachers regarding pedagogical knowledge, technological knowledge, benefits, and PD program design. In addition, we discussed how these expectations changed based on teachers' subjects. Qualitative data were analyzed through content analysis. In terms of pedagogical knowledge, teachers want to use innovative approaches while integrating ICT into the learning and teaching process. Teachers' expectations of developing ICT competencies in terms of technological knowledge are at the forefront. In the design of such programs, the most critical expectations of teachers are to provide collaborative working environments, thus increasing their opportunities to work with colleagues from different disciplines and their capacity to do interdisciplinary work. Teachers' willingness to participate in a PD program related to integrated STEM education has four underlying expectations: student benefit, professional benefit, personal benefit, and context benefit. Teachers' expectations vary according to the subject area.

Differentiated instruction is a form of teaching. The content, processes, products, or learning environment can be differentiated with respect to students' readiness to learn, interests, and learner profiles. Enrichment, one of the differentiation strategies, can be described as the student’s intensive work on any subject or area. Using game elements can also impact students' achievement, mathematics attitude, and motivation. The aim of this study was to investigate the influence of activities enriched with game elements on students’ learner profiles in mathematics lessons and their achievement, motivation, and attitudes. This current study used the quantitative quasi-experimental approach with 24 6th-grade students during two weeks. The Learner Profile Scale was used on the students and then mathematics activities with game elements were prepared for experimental group. An Academic Achievement Test and Attitude and Motivation Towards Mathematics Scales were used as data collection tools before and after the implementation of activities enriched with game elements. Mann Whitney U Test is used to analyse the differences between experimental and control group. Wilcoxon Signed Rank Test is used to analysed the difference pre- and post-test both experimental and control group. According the result significant point for students’ academic achievement, motivation and attitude is found as .229, .002 and .043 respectively. Effect size is calculated for students’ academic achievement, attitudes and motivation as .34, .58 and .58 respectively. As a result of this study, the use of enriching game elements had positive and larger effect on students’ motivation, and attitude in mathematics lessons. Although the differences between experimental and control group is not found significantly for the student's achievement, there is a difference between pre- and post-test and the size of effects is calculated as medium. Hence, the educational gamify activities should be design by considering the students’ types.

Yapay zekâ; bilgi erişilebilirliği, kişiler arası ilişkiler ve davranışlar üzerinde etkisi olan önemli bir teknolojik gelişmedir. Yapay zekâ; öğretme, öğrenme ve karar verme süreçlerini iyileştirerek eğitim üzerinde önemli bir etkiye sahip olacaktır. Bu çalışmada, son zamanlarda popüler olan yapay zekâ örneklerinden ChatGPT-3,5 ve ChatGPT-4'ün 8. sınıf matematik dersi konularından eşitsizlik üzerine bir ders planı oluşturması ve bu planın etkililiğinin araştırılması amaçlanmıştır. Bu hedefe ulaşmak için konuyu daha derinlemesine incelemek ve nitelikli bilgiler elde etmek amacıyla nitel araştırma yöntemlerinden biri olan durum çalışması (örnek olay) tercih edilmiştir. Araştırmada, ChatGPT-3,5 ve ChatGPT-4'ün veri kaynaklarından amaca uygun şekilde yararlanabilmek için araştırmacılar tarafından bir ders planı şablonu oluşturulmuştur. Modellerin eşitsizlik konusundaki bilgileri ve bu bilgileri 8. sınıfta öğrenim gören bir öğrenciye nasıl aktarmaları gerektiği konusunda hazırlık soruları sorulmuştur. Ardından çalışma sürecinde önce çizelgede yer alan eşitsizlik konusunun anlatımı için gerekli süre, ön bilgi ve beceriler, kazanımlar vb. bölümler sorulmuştur. Araştırmanın sonucuna göre ChatGPT-3,5 ve ChatGPT-4 ders planlaması için şablon soruları eksiksiz olarak doldurabilmektedir. ChatGPT-3,5 öğretmen merkezli planlar sunmakta ve kazanımları tanımlamaktayken ChatGPT-4 öğrenci merkezli planlar oluşturmaktadır. Öğretmenlerin ChatGPT-3,5 ve 4’ü günlük rutinleri azaltmak, ev ödevlerini hazırlamak ve dersleri planlamak gibi görevler için kullanabilecekleri önerilmektedir.