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The Possibilities and Limitations of Using ChatGPT in Mathematics Education

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아시아태평양교육문화융복합학회 (Asia Pacific Journal of Teaching and Learning)|2023.09|Asia Pacific Journal of Teaching and Learning|제3권 제2호|pp. 1-22

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참고문헌

키워드

Generative Artificial IntelligenceChatGPTMathematics EducationApplications

초록

Purpose The purpose of this paper is to present the possibilities and limitations of using ChatGPT, a generative artificial intelligence model, that learners and instructors can use for mathematics education, and to make suggestions for mathematics education. Method For this purpose, I analyzed previous research data on the use of ChatGPT in various documents in each area. Results As a result of the study, in mathematics education, learners use ChatGPT to solve mathematics problems, learn mathematics study plans and study methods, receive creative problems, become questioners, become proactive learners, and become owners of their own mathematics learning through reflection on the learning process, resulting in in-depth learning. Instructors can use ChatGPT to improve the quality of mathematics education, including preparation for classes, creation of class materials, class delivery, post-class evaluation and reporting, and sharing experiences among teachers. Limitations of using ChatGPT in mathematics education include the risk of superficial knowledge, lack of interaction between teachers and peers, problems with the Internet environment, absence of real-time feedback for individual students, risk of biased knowledge and inaccurate information, limitations in communication through text, and teacher Difficulty of independent use without supervision, deepening dependence on ChatGPT and ethical issues. Conclusion In conclusion, for effective utilization of ChatGPT, both teachers and students need to be aware of the system's limitations and ethical considerations in mathematics education.

Abstract

Purpose The purpose of this paper is to present the possibilities and limitations of using ChatGPT, a generative artificial intelligence model, that learners and instructors can use for mathematics education, and to make suggestions for mathematics education. Method For this purpose, I analyzed previous research data on the use of ChatGPT in various documents in each area. Results As a result of the study, in mathematics education, learners use ChatGPT to solve mathematics problems, learn mathematics study plans and study methods, receive creative problems, become questioners, become proactive learners, and become owners of their own mathematics learning through reflection on the learning process, resulting in in-depth learning. Instructors can use ChatGPT to improve the quality of mathematics education, including preparation for classes, creation of class materials, class delivery, post-class evaluation and reporting, and sharing experiences among teachers. Limitations of using ChatGPT in mathematics education include the risk of superficial knowledge, lack of interaction between teachers and peers, problems with the Internet environment, absence of real-time feedback for individual students, risk of biased knowledge and inaccurate information, limitations in communication through text, and teacher Difficulty of independent use without supervision, deepening dependence on ChatGPT and ethical issues. Conclusion In conclusion, for effective utilization of ChatGPT, both teachers and students need to be aware of the system's limitations and ethical considerations in mathematics education.

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