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A Scoping Survey of ChatGPT in Mathematics Education

Artigo2025

Birgit Pepin ORCID; Nils Frederik Buchholtz ORCID; Ulises Salinas-Hernández ORCID

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Resumo

This study presents a scoping survey examining the integration of ChatGPT in mathematics education, highlighting its benefits, challenges, and implications for teaching and learning. The survey identifies key themes, including ChatGPT's ability to assist in understanding mathematical concepts, lesson planning, assessment design, personalized learning, and fostering collaboration. While the tool demonstrates potential in enhancing self-regulated learning, providing real-time feedback, and supporting critical thinking, challenges such as its occasional inaccuracies, ethical concerns, and the risk of over-reliance on AI are also noted. The review emphasizes the importance of human oversight and ethical considerations in leveraging ChatGPT for inclusive and dynamic mathematics education. It concludes that, with thoughtful integration, ChatGPT can serve as a transformative resource, fostering both individualized and collaborative learning experiences while reshaping the learner-tool relationship in educational contexts.

Dados da obra

Tipo
Artigo
Periódico
Digital Experiences in Mathematics Education, v. 11, n. 1, p. 9-41
Editora
Springer Science+Business Media
Ano
2025 (2025-02-17)
Idioma
en
Palavras-chave
Mathematics Education; Artificial Intelligence; Computer Uses in Education; Mathematical Concepts; Lesson Plans; Test Construction; Individualized Instruction; Cooperative Learning; Ethics; Feedback (Response); Critical Thinking; Accuracy; ChatGPT; large language models; artificial intelligence in education; lesson planning; assessment design; personalized learning; student self-regulation; real-time feedback; AI accuracy; ethical considerations; overreliance on AI; human oversight
Temas
Avaliação
DOI
10.1007/s40751-025-00172-1
ISSN
2199-3246, 2199-3254
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
PEPIN, Birgit; BUCHHOLTZ, Nils Frederik; SALINAS-HERNÁNDEZ, Ulises. A Scoping Survey of ChatGPT in Mathematics Education. Digital Experiences in Mathematics Education, v. 11, n. 1, p. 9-41, 2025. DOI: https://doi.org/10.1007/s40751-025-00172-1.

APA

Pepin, B., Buchholtz, N. F., & Salinas-Hernández, U. (2025). A Scoping Survey of ChatGPT in Mathematics Education. Digital Experiences in Mathematics Education, 11(1), 9-41. https://doi.org/10.1007/s40751-025-00172-1

BibTeX
@article{pepin2025,
  author = {Pepin, Birgit and Buchholtz, Nils Frederik and Salinas-Hernández, Ulises},
  title = {A Scoping Survey of ChatGPT in Mathematics Education},
  year = {2025},
  journal = {Digital Experiences in Mathematics Education},
  volume = {11},
  number = {1},
  pages = {9-41},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s40751-025-00172-1},
  language = {en}
}
RIS
TY  - JOUR
AU  - Pepin, Birgit
AU  - Buchholtz, Nils Frederik
AU  - Salinas-Hernández, Ulises
TI  - A Scoping Survey of ChatGPT in Mathematics Education
PY  - 2025
JO  - Digital Experiences in Mathematics Education
VL  - 11
IS  - 1
SP  - 9
EP  - 41
DO  - 10.1007/s40751-025-00172-1
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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