Teachers’ Perspective of AI Chatbots on Students’ Mathematical Solving Capabilities: A Grounded Theory

Nhyl Yoland Y. Monterde, Louis Stephen C. Aliban, Rose Jean S. Ando, Renzo L. Corimo, Rayver Grant C. Catipay and Adrian M. Abarquez EdD(c), MST, Lpt
Additional contact information
Nhyl Yoland Y. Monterde: Student Researcher, Maguikay High School
Louis Stephen C. Aliban: Student Researcher, Maguikay High School
Rose Jean S. Ando: Student Researcher, Maguikay High School
Renzo L. Corimo: Student Researcher, Maguikay High School
Rayver Grant C. Catipay: Student Researcher, Maguikay High School
Adrian M. Abarquez EdD(c), MST, Lpt: Adviser, Maguikay High School

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 11, 181-199

Abstract: AI chatbots are computer-powered technology that answers questions asked of them in a human-like manner. On the other hand, Mathematical solving capability is the ability to solve mathematical problems, equations, and formulas accurately and efficiently. This study generated a theory on the teacher’s perspective on AI chatbots on students’ mathematical solving capabilities. The study utilized a grounded theory design under a qualitative approach. This inquiry tapped 7 Mathematics teachers in junior and senior high school and was conducted at in one of the public schools in West 1, Mandaue. The researchers utilized semi-structured interview questions. Five emerging themes and a category emerged from the in-depth interviews with the participants. Teacher’s Perspective on AI’s Proficiency, Collaboration, Access, Risks, And Ethics has emerged as the core category and entailed five themes: (1) AI’s Impact on Math in its Evolution, Efficiency, and Accessibility, (2) Motivated Learning for Mathematical Proficiency, (3) Empowering Teachers and Guiding Intelligence through Collaboration with AI, (4) Challenges of AI in Education, and (5) Overreliance on AI and its Risks in Education and Society. Overall, this theory states that the collaboration of AI Chatbots and teachers in teaching mathematics to students provides various benefits such as access to numerous resources online, detailed pieces of information, and answers to students’ mathematical queries. But with AI’s capabilities to provide answers to the student’s questions can ultimately lead to the student’s over-reliance on the technology. Additionally, all of AI’s responses can be accessed leading to possible biased answers. However, this can be prevented by the teacher’s guidance on the use of AI chatbots in their mathematical solving capabilities and as a validator of the generated answers from the AIs.

Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijrsi/d ... issue-11/181-199.pdf (application/pdf)
https://rsisinternational.org/journals/ijrsi/artic ... s-a-grounded-theory/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bjc:journl:v:11:y:2024:i:11:p:181-199

Access Statistics for this article

International Journal of Research and Scientific Innovation is currently edited by Dr. Renu Malsaria

More articles in International Journal of Research and Scientific Innovation from International Journal of Research and Scientific Innovation (IJRSI)
Bibliographic data for series maintained by Dr. Renu Malsaria ().