Learning Quadratic Functions with ChatGPT: An Innovative Experience in High School Mathematics Education
DOI:
https://doi.org/10.46328/ijemst.5074Keywords:
ChatGPT, Mathematics Education, Adidactic situations, Artificial intelligenceAbstract
The present study explores the possibility of using ChatGPT as a tutor, to support the teacher’s work in creating solid didactic and adidactic situations in the mathematics classroom, employing qualitative analysis methodologies. The study was based on a didactic experiment carried out in a 10th-grade class in Portugal, involving 26 students who were obtained through purposive sampling. Data sources included submitted student work in the classroom, responses to scripted questions, and answers to open-ended questionnaires. Data were analyzed thematically. Findings show that ChatGPT has a potential to enhance learners’ development of critical thinking and mathematical reasoning when used as an assistant tutor in a mathematics classroom. Additionally, the study highlights the limitations of ChatGPT-3.5 when used as the assistant tutor in a mathematics classroom. The study underscores the need to balance pedagogical and technological approaches, addressing the constrains of tools like ChatGPT.
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