Learning Quadratic Functions with ChatGPT: An Innovative Experience in High School Mathematics Education
Saved in:
| Title: | Learning Quadratic Functions with ChatGPT: An Innovative Experience in High School Mathematics Education |
|---|---|
| Language: | English |
| Authors: | Alexandre Trocado (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2026 14(1):296-314. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 10 High Schools |
| Descriptors: | Secondary School Mathematics, Mathematics, Artificial Intelligence, Computer Uses in Education, Mathematics Instruction, Grade 10, High School Students, Foreign Countries, Critical Thinking, Logical Thinking, Instructional Innovation |
| Geographic Terms: | Portugal |
| ISSN: | 2147-611X |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494390 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 2147-611X |
