Investigation of Secondary School Students' and Teachers' Opinions on the Use of ChatGPT Artificial Intelligence Application in Mathematics Education

Year 2025, Volume: 9 Issue: 19, 121 - 144, 25.03.2025

Soner Karabacak , Enes Abdurrahman Bilgin

https://doi.org/10.31458/iejes.1562535

Abstract

The purpose of this research is to examine the opinions of mathematics teachers and secondary school students about the use of ChatGPT artificial intelligence application in mathematics education. The sample of the study, conducted according to the case study, one of the qualitative research methods, consisted of 16 mathematics teachers working in different schools in Van province and 17 students studying in a state secondary school in the autumn term of the 2023-2024 academic year. A semi-structured interview form was applied to the groups before and after the application and the collected data were content analyzed. The results obtained from the analyses show that teachers think that they can use ChatGPT artificial intelligence-based mathematics education to increase student achievement in mathematics courses. They also stated that ChatGPT can be presented as an innovative method that needs to be integrated into education, will support the learning process and can ensure that the courses are student-centered. Students, on the other hand, stated that they could support their individual learning, complete their subject deficiencies, and create a source of creativity and inspiration. In general, all participants stated that the application can help in many aspects of mathematics and increase collaboration. Similarly, the participants stated that in addition to the positive aspects such as accelerating the learning process and increasing the efficiency, there may be disadvantages such as being paid, creating dependency and reducing cooperation. Finally, when the opinions on the provision of artificial intelligence applications course in schools were analyzed, it was observed that the participants mostly expressed positive opinions. As a result, although there are some negative opinions about this new technology examined, it is understood that there are opinions that it will provide new opportunities for both teachers and students and has great potential.

Keywords

Mathematics education, artificial intelligence, ChatGPT, student opinions, teacher opinions

Ethical Statement

Ethics Committee Decision This research was carried out with the permission of Van Yüzüncü Yıl University Publication Ethics Board with the session numbered 2023/14 dated 30.05.2023.

References

• Ağmaz, R. F. (2024). Next-generation technologies in early childhood education. New Generation Technologies in Education-2023, 137.
• Altun, M. (2010). Teaching mathematics for faculties of education and primary school teachers. Aktuel Alfa Publishing House.
• Arslan, E. H. & Bilgin, E. A. (2020). The use of technology in mathematics teaching and the effect of video teaching on technology attitude. Journal of Science and Mathematics Entrepreneurship and Technology Education, 3(1),41-50
• Aydin, Ö., & Karaarslan, E. (2023). Is ChatGPT leading generative AI? What is beyond expectations? Academic Platform Journal of Engineering and Smart Systems, 11(3), 118-134.
• Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62.
• Botana, F., & Recio, T. (2024). Geometric loci and ChatGPT: Caveat emptor! Computation, 12(2), 30.
• Buteau, C. & Muller, E. (2006). Evolving technologies integrated into undergraduate mathematics education. Proceedings for the seventeenth ICMI study Conference. 74- 81.
• Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. Ieee Access, 8, 75264-75278.
• Cope, B., Kalantzis, M., & Searsmith, D. (2021). Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Educational Philosophy and Theory, 53(12), 1229-1245.
• Davies, A., Veličković, P., Buesing, L., Blackwell, S., Zheng, D., Tomašev, N., & Kohli, P. (2021). Advancing mathematics by guiding human intuition with AI. Nature, 600(7887), 70-74.
• Deo, R. C., Yaseen, Z. M., Al-Ansari, N., Nguyen-Huy, T., Langlands, T. A. M., & Galligan, L. (2020). Modern artificial intelligence model development for undergraduate student performance prediction: An investigation on engineering mathematics courses. Ieee Access, 8, 136697-136724.
• Elbanna, S., & Armstrong, L. (2024). Exploring the integration of ChatGPT into education: adapting for the future. Management and Sustainability: An Arab Review, 3(1), 16-29.
• Etike, S. (2023). Coping with ChatGPT: The necessity of a labour and equity oriented framework. Journal of Labour Research (GEAD), 14(23), 115-132.
• Fergus, S., Botha, M., & Ostovar, M. (2023). Evaluating academic answers generated using ChatGPT. Journal of Chemical Education, 100(4), 1672-1675.
• Fernández-Gutiérrez, M., Gimenez, G., & Calero, J. (2020). Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities. Computers & Education, 157, 103969.
• Frieder, S., Pinchetti, L., Griffiths, R. R., Salvatori, T., Lukasiewicz, T., Petersen, P., & Berner, J. (2024). Mathematical capabilities of ChatGPT. Advances in Neural Information Processing Systems, 36.
• Huberman, M. & Miles, M. B. (2002). The qualitative researcher's companion. Sage. İşler, B., & Kılıç, M. (2021). Use and development of artificial intelligence in education. New Media Electronic Journal, 5(1), 1-11.
• Kalla, D., & Kuraku, S. (2023). Advantages, disadvantages and risks associated with ChatGPT and AI on cybersecurity. Journal of Emerging Technologies and Innovative Research, 10(10).
• Karabulut, H. (2023). Technological approaches in the fight against post-earthquake anxiety disorder: Metaverse, digital game and ChatGPT applications. Current Scientific Research in the Field of Education II, 73.
• Karaçay, T. (2008). Language of numbers, game. http://etudio.biz/etudio/agora/bilim/math.pdf (Access: 05.08.2023).
• Karthikeyan, C. (2023). Literature review on pros and cons of ChatGPT implications in education. International Journal of Science and Research (IJSR), 12(3), 283-291.
• Kaya, D., & Kutluca, T. (2024). E-learning in mathematics education: A bibliometric analysis (2012-2022). Turkish Online Journal of Distance Education, 25(1), 213-246. https://doi.org/10.17718/tojde.1248777
• Kaya, D., Kutluca, T. & Dağhan, G. (2023). Transforming education with augmented reality, metaverse and virtual reality technologies in the 21st century. Hacettepe University Journal of Education, 38(4), 470-497. https://doi.org/10.16986/HUJE.2023.503
• Kutluca, T., & Gündüz, S. (2022). A meta-analysis study on the effect of realistic mathematics education approach on academic achievement and attitude. Hacettepe University Journal of Education, 37(2), 802-817. https://doi.org/10.16986/HUJE.2020064976
• Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464-481.
• McCarthy, J. (2022). Artificial ıntelligence, logic, and formalising common sense. Machine Learning and the City: Applications in Architecture and Urban Design, 69-90.
• McMillan, H. J. (2000). Educational research: Fundamentals for the consumer (3rd ed.). Longman. Meylani, R. (2024). Artificial intelligence in the education of teachers: A qualitative synthesis of the cutting-edge research literature. Journal of Computer and Education Research, 12 (24), 600-637. https://doi.org/10.18009/jcer.1477709
• National Council of Teachers of Mathematics [NCTM]. (2008). Principles and standards for school mathematics. Authors, NCTM.
• Rehman, N., Zhang, W., Mahmood, A., Fareed, M. Z., & Batool, S. (2023). Fostering twenty- first century skills among primary school students through math project-based learning. Humanities and Social Sciences Communications, 10(1), 1-12.
• Saralar-Aras, İ., & Demir, S. (2023). Investigation of the effect of students' reading habits on mathematics course: Evaluation of reading incentive approaches in the digital age. Journal of Advancements in Education, 1(1).
• Sharma, S., & Yadav, R. (2022). Chat GPT–A technological remedy or challenge for education system. Global Journal of Enterprise Information System, 14(4), 46-51.
• Sincar, M. (2023). Challenges awaiting school leaders in the context of artificial intelligence. Mustafa Kemal University Journal of Faculty of Education, 7(12), 74-85.
• Sohail, A. (2023). Genetic algorithms in the fields of artificial intelligence and data sciences. Annals of Data Science, 10(4), 1007-1018.
• Sok, S., & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. Available at SSRN 4378735.
• Supriyadi, E., & Kuncoro, K. S. (2023). Exploring the future of mathematics teaching: Insight with ChatGPT. Union: Jurnal Ilmiah Pendidikan Matematika, 11(2), 305-316.
• Tedre, M., Toivonen, T., Kahila, J., Vartiainen, H., Valtonen, T., Jormanainen, I., & Pears, A. (2021). Teaching machine learning in K–12 classroom: Pedagogical and technological trajectories for artificial intelligence education. IEEE access, 9, 110558-110572.
• Voskoglou, M., & Salem, A. (2020). Benefits and limitations of the artificial with respect to the traditional learning of mathematics. Mathematics, 8(4), 611.
• Wardat, Y., Tashtoush, M. A., AlAli, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary tool for teaching and learning mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2286.
• Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in social sciences, 5th edition. Ankara: Seçkin Publishing.
• Zafrullah, Z., Hâkim, M. L., & Angga, M. (2023). ChatGPT open AI: Analysis of mathematics education students learning interest. Journal of Technology Global, 1(1), 1-10.