2-7-The Use of Artificial Intelligence in Secondary and Tertiary Mathematics Education
THE USE OF ARTIFICIAL INTELLIGENCE IN SECONDARY AND HIGHER EDUCATION MATHEMATICS EDUCATION
Máté Bende*
Student, Alternative Economics High School, Budapest, Hungary
*Correspondence: bendemate17@gmail.com
Abstract
This study examines the educational potential of ChatGPT in mathematics learning by analyzing its problem-solving performance and students’ perceptions of AI-generated explanations. The research evaluates ChatGPT’s effectiveness on intermediate and advanced Hungarian high school mathematics exams and KöMaL competition tasks across subject areas such as algebra, geometry, and combinatorics. Results, manually scored using official answer keys, indicate high accuracy on exam-level problems and satisfactory performance on mid-level competition tasks, while difficulties emerge with the most advanced proofs and combinatorial challenges. A comparative analysis shows that task language (Hungarian vs. English) has minimal impact on performance. The second phase uses a questionnaire to explore students’ attitudes toward ChatGPT, their preferences for AI-generated definitions, and their ability to identify machine-generated content. Findings suggest students often find AI explanations clear and cannot reliably distinguish them from human sources. Overall, the study highlights ChatGPT’s promise as a supportive tool in mathematics education while emphasizing the need for critical use and pedagogical integration.
Keywords: artificial intelligence in education; mathematics problem solving; ChatGPT; student perceptions; AI-generated explanations