Education and artificial intelligence: chatbots and mathematics teachers performance at solving geometry problems
Keywords:
Classical geometry, Fractal geometry, Generative AI, Education, Mathematics teachersAbstract
Generative artificial intelligence (GenAI) has emerged as a disruptive technology with a wide adoption that has greatly impacted on education. This work aims at analyzing the performance of three chatbots at solving four Geometry problems, two of them belonging to classical geometry and the other two in the area of fractal Geometry. Also, we compare chatbots’ solutions against those proposed by eight in-service Mathematics teachers. The solutions analysis and comparison are carried out taking into account the type of solutions suggested, the soundness, the procedures employed, and mathematical justifications given. The general method is exploratory, and for each problem type we present particular categories of analysis. The results obtained evidence chatbots’ shortcomings when solving Geometry problems, mainly when dealing with graphical representations and spatial locations, as well as their advantage at mathematical validations. We conclude that GenIA has a great potential to contribute to Geometry problem solving as long as the answers are critically judged.
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Copyright (c) 2024 Ana Rosa Corica, Patricia Sureda, Verónica Parra, Silvia Schiaffino, Daniela Godoy
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