Using AI Chatbot for Math Tutoring

Authors

  • Antonín Jančařík Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Prague 1, Czech Republic
  • Jakub Michal Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Prague 1, Czech Republic
  • Jarmila Novotná Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Prague 1, Czech Republic & CeDS Univerité Bordeaux, 351 cours de la Libération, 33405 Talence CEDEX, France

DOI:

https://doi.org/10.15503/jecs2023.2.285.296

Keywords:

artificial intelligence, tutoring, mathematics education, time analysis, chatbots

Abstract

Aim. The aim of this paper is to present the results of a pilot validation of an artificial intelligence chatbot for mathematics tutoring. The subject of the analysis is the behaviour of the students in the course, in particular their approach to solving problems without external motivation through scoring or other assessment.

Methods. The analysis of student behaviour was carried out on the basis of records in the application database. The subject of the analysis was not only the pupils' responses, but also the time taken to produce them and the overall trajectory through the course.

Results. The results of the analysis show that students who choose to join the course, work intensively in the lessons. Most pupils solve more than one basic task. A significant proportion of pupils also use the prepared help and instructional videos. The analysis of the solution time allowed identification of a group of pupils who do not even read the problems and only confirm the results.

Conclusion. The pilot validation confirmed that the chat-bot format is close to the learners, and they are able to use the courses created in this environment. Solution time analysis suggests that this parameter can be used to analyse learner behaviour and system control. Further analyses in this area are needed.

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Author Biographies

  • Antonín Jančařík, Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Prague 1, Czech Republic

    Ph.D. in Algebra and habilitation (doc.) in Mathematics Education at Charles University, Prague (Czech Republic), vice-dean for research of the Faculty of Education, author of more than 250 scientific publications, including articles, books, chapters, and conference proceedings.

  • Jakub Michal, Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Prague 1, Czech Republic

    PhD student at Charles University in Prague where he studies mathematics education. Jakub finished his master's degree in 2021. The topic of his master's thesis was solving optimization problems without the use of differential calculus. The thesis was awarded with second place in international competition SVOČ. The focus of his PhD studies is on reasoning & proving in school mathematics

  • Jarmila Novotná, Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Prague 1, Czech Republic & CeDS Univerité Bordeaux, 351 cours de la Libération, 33405 Talence CEDEX, France

    Professor at the Faculty of Education of Charles University in Prague. She has an HDR (habilitation à diriger des recherches) at l´Université Bordeaux 2 Segalen, France. She is chercheur titulaire at CeDS – Université Bordeaux Segalen. Her main fields of interest are didactical conditions for transforming students' models of activities that lead to grasping knowledge and skills, pre- and in-service training of mathematics teachers, and transfer of research results into practice.

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Published

2023-09-28

How to Cite

Jančařík, A., Michal, J., & Novotná, J. (2023). Using AI Chatbot for Math Tutoring. Journal of Education Culture and Society, 14(2), 285-296. https://doi.org/10.15503/jecs2023.2.285.296