Investigado o uso do ChatGPT no ensino da proporcionalidade para alunos do 1º ano do ensino médio de um instituto federal do Espírito Santo

Resumo

Artificial intelligence became popular with the launch of ChatGPT, which allowed users with diverse profiles to engage with the tool and use it for different purposes, including its application in the educational field. The objective of our research was to explore the use of ChatGPT as support for solving mathematical problems related to the concept of proportionality in a first-year high school class at a Federal Institute in the north of Espírito Santo. The study was based on the dialogue between the research data and the authors who contributed to the theoretical framework. We adopted a qualitative methodological approach, characterized as an exploratory study. To analyze the data, we used content analysis techniques. Among the identified potentials, we found that ChatGPT can be used as a didactic resource in the teaching and learning processes of mathematics, by providing explanations of the content, assisting in problem-solving, organizing step-by-step guides, and stimulating students' critical thinking and creativity. The data showed that some students used ChatGPT to seek guidance, find solutions, and perform unit conversions, while others avoided its use due to concerns about dependency. A limitation identified was the need for continuous and targeted guidance and supervision by the teacher when using this tool, especially in the school environment, since ChatGPT can make mistakes

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFES

Programa

Programa de Pós-Graduação em Ensino na Educação Básica

Ano

2025

Defesa

21/05/2025

Idioma

pt

Palavras-chave

Ensino; ChatGPT; Educação Matemática; Proporcionalidade; Inteligência Artificial; Educação Digital; Mathematics Education; Proportionality; Artificial Intelligence; Digital Education

Temas

Educação Profissional e Tecnológica, Resolução de Problemas

Handle

http://repositorio.ufes.br/handle/10/20351

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026