AI-chattbotar i matematikundervisningen : Möjligheter och risker för lärare

Sammanfattning

The rapid spread of AI tools like ChatGPT has put pressure on the education system to adapt while also offering a great opportunity for improving mathematics teaching in Sweden during a period of declining results. This knowledge overview aims to identify the opportunities and risks associated with the integration of AI-chatbots into upper secondary school mathematics education. The results, based on a systematic review of current research, point to three main opportunities which are the personalization in the form of individually adapted tasks and feedback. The second opportunity is the reduced administrative burden for teachers through the automation of planning work. The third and final opportunity is the increased motivation among both students and teachers through flexible and engaging assignments. At the same time the knowledge overview highlights two critical risks. The first risk is the inaccurate answers from AI which are trained on incorrect data. The second risk is the serious knowledge gap where teachers need to know how to use AI-tools effectively and know how to critically review the answers before integrating it into mathematics education. The knowledge overview discusses how teachers can enhance the possibilities of using AI-applications in high school mathematics education. Teachers are however required to master the usage of AI-tools considering the risks it poses if not used correctly. This can be addressed for example through the TPACK model. Furthermore, the ethics behind the use of AI and the decreasing teacher autonomy are touched.