ChatGPT: A revolutionary tool for teaching and learning mathematics

Abstract

This study aims to examine the perspectives of various stakeholders, such as students and educators, on the use of artificial intelligence in teaching mathematics, specifically after the launch of ChatGPT. The study adopts a qualitative case study approach consisting of two stages: content analysis of interviews and investigation of user experience. The first stage of the study shows that ChatGPT is recognized for its improved math capabilities and ability to increase educational success by providing users with basic knowledge of mathematics and various topics. ChatGPT can offer comprehensive instruction and assistance in the study of geometry, and the public discourse on social media is generally positive, with enthusiasm for the use of ChatGPT in teaching mathematics and educational settings. However, there are also voices that approach using ChatGPT in educational settings with caution. In the second stage of the study, the investigation of user experiences through three educational scenarios revealed various issues. ChatGPT lacks a deep understanding of geometry and cannot effectively correct misconceptions. The accuracy and effectiveness of ChatGPT solutions may depend on the complexity of the equation, input data, and the instructions given to ChatGPT. ChatGPT is expected to become more efficient in resolving increasingly complex mathematical problems. The results of this investigation propose a number of avenues for research that ought to be explored in order to guarantee the secure and conscientious integration of chatbots, especially ChatGPT, into mathematics education and learning.

Exploring Computer Science Students’ Perception of ChatGPT in Higher Education: A Descriptive and Correlation Study

“…It can assist in completing partially written code blocks, but lacks the execution capabilities required to produce the correct output; after all, it is a language model [8]. Likewise, ChatGPT is unable to evaluate a complex math function for a given input [9]. Thus, it is important that the user is aware of its limitations and does not entirely trust the generated output for all types of quarries.…”

Using ChatGPT as a Lesson Planning Assistant with Preservice Secondary Mathematics Teachers

“…An important drawback to using ChatGPT in planning mathematics lessons is that it often produces incorrect mathematical output (Wardat et al, 2023) and has been found to be limited in its ability to plan entire lessons (Gurl et al, under review). There have, however, been recent ndings that there were better student outcomes when teachers used lessons produced by ChatGPT rather than lessons prepared by teachers alone (Karaman & Goksu, 2024).…”

“…Thus, it is essential that preservice teacher education programs incorporate the use of GAI chatbots so that preservice teachers (PSTs) are prepared to use these technologies in productive and useful ways as they enter the teaching profession. Although GAI such as ChatGPT can be useful, it is quite imperfect, especially in mathematics (Wardat et al, 2023), and therefore, teachers, particularly PSTs, must be re ective about the output generated by chatbots such as ChatGPT.…”

Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context

“…Additionally, the absence of items concerning AI in mathematics education could be considered a limitation of the study. As AI (e.g., ChatGPT) increasingly integrates into various aspects of education, it is vital to consider its role and impact on STEM teachers' knowledge and practices (Alneyadi & Wardat, 2023;Wardat et al, 2023). Therefore, adding items concerning AI in mathematics education to TPACK scale would strengthen the scale's relevance and applicability to the current educational landscape, particularly concerning emerging technologies.…”