Students’ Use of ChatGPT in an Algebra Class: A Case Study of Prompts and Attitudes

Mats Brasken; Kim-Erik Berts; Solveig Wallin; Sofia Frilund

doi:10.31129/LUMAT.13.1.2877

Authors

Mats Brasken Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland https://orcid.org/0000-0002-4610-1689
Kim-Erik Berts Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
Solveig Wallin Upper-Secondary School of Vasa Övningsskola, Vaasa, Finland
Sofia Frilund Faculty of Technology and Seafaring, Novia University of Applied Sciences, Vaasa, Finland

DOI:

https://doi.org/10.31129/LUMAT.13.1.2877

Keywords:

Generative AI, K-12 mathematics education, students’ attitudes, algebra education

Abstract

This case study explored how upper-secondary students (N=14) used ChatGPT in a Finnish 15-week long algebra course and their attitudes toward its use. The study collected students’ ChatGPT prompts after a problem-solving session, in and out of class. Students’ spontaneous prompts were analysed using a combined Technology-Mediated Learning (TML) and Self-Regulated Learning (SRL) framework. While most students reported in a post-questionnaire that they found ChatGPT easy to use and helpful in solving math problems, their spontaneous use of ChatGPT remained limited. Moreover, very few student prompts showed signs of goal-setting, reflection, or exploratory engagement. Our findings suggest that without explicit scaffolding, students rely on generative AI for quick answers rather than as a tool for learning and problem-solving.

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