Teachers’ perceptions on the use of ChatGPT in teaching grade 12 mathematics

None

Authors

DOI:

https://doi.org/10.17159/2520-9868/i99a07%20

Keywords:

ChatGPT, Artificial Intelligence, Mathematics, Teaching, Geometry

Abstract

The purpose of this qualitative study is to explore how grade 11 mathematics teachers in a certain District in Eastern Cape perceive the use of artificial intelligence to mathematics education, particularly in the wake of ChatGPT's debut. The educational discourses largely support the use of ChatGPT by indicating that it provides thorough guidance and support for geometry instruction. The receptions to ChatGPT are varied, with some educationalists and users excited about the ease of use and access. In contrast, others are cautious about its potential negative consequences in teaching mathematics. This research uses a single case study design to explore teachers’ experiences using ChatGPT in teaching geometry. Data was collected through interviews and lesson observations from a purposive sample of 10 intermediate phase mathematics teachers.   Thematic analysis was used to identify and analyse the data. Findings of the study reveal that ChatGPT is well-known for improved mathematical skills and capacity to enhance understanding by giving teachers basic knowledge of  geometry,  the tool  is limited in terms of geometry and is not effective in correcting misconceptions. Furthermore, the accuracy of the geometry solutions derived from it depend on the cognitive demand of the question, the input data, and the instructions given. Findings from this study suggest various directions for research that can be explored to guarantee informed decisions in integrating ChatGPT in mathematics teaching

Author Biography

Zingiswa Jojo, Rhodes University

Zingiswa Jojo is a full professor in the Department of Mathematics Education at Rhodes. Her main research interests include Mathematics teacher education, Teaching and learning of geometric concepts, Conceptual understanding of Calculus Concepts, Instructional design in mathematics teaching, Ethno mathematics and indigenous knowledge relevant to the teaching and learning of mathematics at all levels. She has successfully supervised to date 9 students at master level together with 5 PhD students to completion. She has published papers in accredited journals and peer reviewed conference proceedings, presented papers in peer-reviewed conferences in her field, both nationally and internationally. She conducts and leads community projects envisaged to improve mathematics teaching at all levels and empower mathematics teachers with both content knowledge and pedagogy and currently leads the ‘Bizana teachers’ Journey with FET Mathematics’ project. 

In 2017, she was nominated to serve as the Commission for African Women in Mathematics (AMU-CAWM) under the Women in Mathematics from the International Mathematics Union (IMU) a position she still holds to date. She has since represented the South African Women in mathematics at the World meeting for Women in Mathematics, held at Rio de Janeiro in Brazil, and Umea in Switzerland in 2018 and 2019 respectively. Subsequently, she is the founder and president of the South African women in Mathematical Sciences Association (SAWMSA) which was launched at UNISA on the 6th & 7th June 2019.

She also serves as an academic board member in the Athens Institute for Education and Research. As a scholar, she serves as both a Member of the Editorial team and reviewer of papers for several journals and conference proceedings, namely Pythagoras, SAARMSTE, AMESA, SAJE, ISATT, SAJHE, ARTINER, AER, AJRMSTE HELTASA, and ISTE. Externally to the institution, she serves as a member of the  Primary Teacher Education Project (PrimTEd); African Women in Mathematics (AWMA); Commission for African Women in Mathematics (AMU-CAWM); International Council for Science Union (ICSU); International Commission on Mathematical Instruction (ICMI); International Group for the Psychology of Mathematics Education (PME);  Main Mathematics Science Group Community of Practice in South Africa –BRIDGE; International Multi-Conference on Complexity, Informatics and Cybernetics (IMCIC) in USA.

Downloads

Published

2025-06-26

Issue

No. 99 (2025): General Issue

Section

Articles

Categories