Integrating ChatGPT in Math Education: A Narrative Inquiry into Mathematical Investigation, Problem Solving, and Mathematical Modeling
Herman M. Lagon *
Iloilo State University of Fisheries Science and Technology (ISUFST), Philippines and University of St. La Salle (USLS)-Bacolod, Philippines.
*Author to whom correspondence should be addressed.
Abstract
The integration of ChatGPT into mathematics instruction at Iloilo State University of Fisheries Science and Technology (ISUFST) was investigated in this narrative inquiry, emphasizing how it affected problem-solving, mathematical exploration, and modeling. Six selected Bachelor of Education Major in Mathematics students shared their first semester 2024–2025 experiences through semi-structured interviews, group discussions, and classroom observations. According to the study, ChatGPT has helped students understand complex mathematical concepts, solve problems, and gain interest in learning. This generative AI chatbot also improved learning engagement and motivation, but students noted accuracy issues and overreliance. The stories agreed on ChatGPT's usefulness in enhancing conventional teaching techniques, supporting a well-rounded strategy that integrates AI tools while emphasizing critical analysis and core knowledge. The results from the identified themes add to the growing body of knowledge on artificial intelligence in education by shedding light on ChatGPT's pedagogical consequences and proposing frameworks for its successful incorporation into math teaching.
Keywords: Narrative inquiry, ChatGPT, problem-solving, mathematical investigation, AI-assisted learning