RUME 27
2025
Alexandria, Virginia
Designing With ChatGPT: A Critical Conversation
Page: 1525
In recent years, artificial intelligence (AI) has increasingly supported how students think about mathematics, especially with the rise of generative AI tools like ChatGPT. This growth requires educators to understand AI’s capabilities and effectively leverage them in teaching. This study focuses on using generative AI for undergraduate mathematics task design, exploring its affordances and constraints. The researchers employed a self-study approach, involving practice, analysis, and critical reflections, using ChatGPT in task design. Four dialogues were analyzed, each addressing a distinct application: mathematical exploration of singular value decomposition, generating coding in Python and Matlab for linear algebra, synthesizing frameworks for task design, and creating starting points for advanced topics like Lie groups. The study highlights both the opportunities and limitations of using AI in this context, aiming to inform broader task design practices and integration of AI into undergraduate mathematics education.