TY - JOUR
T1 - ChatGPT
T2 - A revolutionary tool for teaching and learning mathematics
AU - Wardat, Yousef
AU - Tashtoush, Mohammad A.
AU - AlAli, Rommel
AU - Jarrah, Adeeb M.
N1 - Funding Information:
Author contributions: All authors have sufficiently contributed to the study and agreed with the results and conclusions. Funding: This work was financially supported by the Deanship of Scientific Research, King Faisal University, Saudi Arabia [grant number GRANT3,357]. Ethical statement: Authors stated that the study was approved by the institutional review committee of King Faisal University. Informed consent was obtained from all individual participants included in the study. Declaration of interest: No conflict of interest is declared by authors. Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author.
Publisher Copyright:
© 2023, Eurasia Journal of Mathematics, Science and Technology Education. All Rights Reserved.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - ChatGPT
KW - artificial intelligence
KW - chatbots
KW - mathematics
KW - natural language processing
KW - text generation
UR - http://www.scopus.com/inward/record.url?scp=85160437828&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85160437828&partnerID=8YFLogxK
U2 - 10.29333/ejmste/13272
DO - 10.29333/ejmste/13272
M3 - Article
AN - SCOPUS:85160437828
SN - 1305-8215
VL - 19
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 7
M1 - em2286
ER -