Resumo

MOTSEKI, Puleng  e  JOJO, Zingiswa. Teachers' perceptions on the use of ChatGPT in teaching grade 12 mathematics. Journal of Education [online]. 2025, n.99, pp.122-141. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i99a07.

The purpose of this qualitative study was to explore how grade 12 mathematics teachers in a certain District in Eastern Cape perceive the use of artificial intelligence in relation to mathematics education, particularly in relation to ChatGPT's debut. We used a single case study research design to explore teachers' experiences on the use of ChatGPT in teaching geometry. Following a qualitative approach, we collected data through interviews and lesson observations from a purposive sample of 10 Further Education and Training Phase mathematics teachers. Our aim was to gain deeper insights into their experiences with ChatGPT when teaching geometry. We used thematic analysis to identify and analyse the data. Findings in this study reveal that educational discourses support the use of ChatGPT since it provides thorough guidance and support for geometry instruction. Reception to ChatGPT is varied, with some educationalists and users being excited about the ease of use and access, while others are cautious about its potential negative consequences in teaching mathematics. Additionally, ChatGPT is well-known for improving mathematical skills and has the capacity to enhance understanding by giving teachers basic knowledge of geometry, but the tool is limited in relation to geometry and is not effective in correcting misconceptions. Furthermore, the accuracy of the geometry solutions derived from ChatGPT 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 into mathematics teaching.

Palavras-chave : ChatGPT; artificial intelligence; mathematics; teaching; geometry.

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