| Title: |
Learning Quadratic Functions with ChatGPT: An Innovative Experience in High School Mathematics Education |
| Language: |
English |
| Authors: |
Alexandre Trocado (ORCID 0000-0001-5589-8100); José Manuel dos Santos (ORCID 0000-0002-6830-6503); Mousa Saimon (ORCID 0000-0003-4758-8270); Zsolt Lavicza (ORCID 0000-0002-3701-5068) |
| 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 |