Unveiling the potential: A systematic review of ChatGPT in transforming mathematics teaching and learning
Hanan Shaher Almarashdi, Adeeb M. Jarrah, Othman Abu Khurma, Serigne Mbaye Gningue
Abstract
The following systematic review strives to explore the mere integration of ChatGPT within mathematics education, analyzing its impact on teacher assistance and student learning. Google Scholar was utilized as the primary database due to its extensive coverage of academic articles and journals in various disciplines. Through the following preferred reporting items for systematic reviews and meta-analysis (PRISMA) framework, thirty-one studies are evaluated through thematic analysis table. The findings revealed that ChatGPT’s potential is dynamic and versatile when it comes to improving personalized learning, and student engagement. Specifically, the findings suggest that the incorporation of ChatGPT offers diversified responses, facilitating lesson planning, student support and answering questions. Additional findings indicate that ChatGPT lead to improvements in learning motivations among students, however, it does struggle to answer complicated or difficult mathematical questions which showcase limitations in specific topics such as spatial geometry and derivatives.