Abstract / Synopsis
This article explores the theoretical basis and practical potential of ChatGPT in bridging the gap between school-based and out-of-school mathematical practices. Drawing on Cultural Historical Activity Theory and the concept of boundary objects, we highlight how ChatGPT can serve as a boundary object to connect these two domains. Our analysis of ChatGPT-generated lesson plans designed to align with out-of-school practices reveals that the model had the greatest impact on the social and institutional relations component of the numeracy practices framework [6], while their impact was weakest in the values and beliefs component.
DOI
10.5642/jhummath.ORJJ7193
Recommended Citation
Murad E. Jurdak, "ChatGPT as a Boundary Object Between In-School and Out-Of-School Mathematical Practices: The Case of Numeracy Practices," Journal of Humanistic Mathematics, Volume 15 Issue 1 (January 2025), pages 125-140. DOI: 10.5642/jhummath.ORJJ7193. Available at: https://scholarship.claremont.edu/jhm/vol15/iss1/8
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