Unveiling the potential: A systematic review of ChatGPT in transforming mathematics teaching and learning

Hanan Shaher Almarashdi; Adeeb M. Jarrah; Othman Abu Khurma; Serigne Mbaye Gningue

doi:10.29333/ejmste/15739

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Hanan Shaher Almarashdi ¹ ² ^* , Adeeb M. Jarrah ³ , Othman Abu Khurma ³ , Serigne Mbaye Gningue ³

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¹ Al Ain University, Al Ain, UAE² Yarmouk University, Irbid, JORDAN³ Emirates College for Advanced Education, Abu Dhabi, UAE^* Corresponding Author

Abstract

The following systematic review strives to explore the mere integration of ChatGPT within mathematics education, analyzing its impact on teacher assistance and student learning. Google Scholar was utilized as the primary database due to its extensive coverage of academic articles and journals in various disciplines. Through the following preferred reporting items for systematic reviews and meta-analysis (PRISMA) framework, thirty-one studies are evaluated through thematic analysis table. The findings revealed that ChatGPT’s potential is dynamic and versatile when it comes to improving personalized learning, and student engagement. Specifically, the findings suggest that the incorporation of ChatGPT offers diversified responses, facilitating lesson planning, student support and answering questions. Additional findings indicate that ChatGPT lead to improvements in learning motivations among students, however, it does struggle to answer complicated or difficult mathematical questions which showcase limitations in specific topics such as spatial geometry and derivatives.

Keywords

ChatGPT
mathematics education
artificial intelligence
PRISMA

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 12, December 2024, Article No: em2555

https://doi.org/10.29333/ejmste/15739

Publication date: 20 Dec 2024

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Article Downloads: 27

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How to cite this article

APA

Almarashdi, H. S., Jarrah, A. M., Abu Khurma, O., & Gningue, S. M. (2024). Unveiling the potential: A systematic review of ChatGPT in transforming mathematics teaching and learning. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), em2555. https://doi.org/10.29333/ejmste/15739

Vancouver

Almarashdi HS, Jarrah AM, Abu Khurma O, Gningue SM. Unveiling the potential: A systematic review of ChatGPT in transforming mathematics teaching and learning. EURASIA J Math Sci Tech Ed. 2024;20(12):em2555. https://doi.org/10.29333/ejmste/15739

AMA

Almarashdi HS, Jarrah AM, Abu Khurma O, Gningue SM. Unveiling the potential: A systematic review of ChatGPT in transforming mathematics teaching and learning. EURASIA J Math Sci Tech Ed. 2024;20(12), em2555. https://doi.org/10.29333/ejmste/15739

Chicago

Almarashdi, Hanan Shaher, Adeeb M. Jarrah, Othman Abu Khurma, and Serigne Mbaye Gningue. "Unveiling the potential: A systematic review of ChatGPT in transforming mathematics teaching and learning". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 12 (2024): em2555. https://doi.org/10.29333/ejmste/15739

Harvard

Almarashdi, H. S., Jarrah, A. M., Abu Khurma, O., and Gningue, S. M. (2024). Unveiling the potential: A systematic review of ChatGPT in transforming mathematics teaching and learning. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), em2555. https://doi.org/10.29333/ejmste/15739

MLA

Almarashdi, Hanan Shaher et al. "Unveiling the potential: A systematic review of ChatGPT in transforming mathematics teaching and learning". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 12, 2024, em2555. https://doi.org/10.29333/ejmste/15739