Exploration of Chatbots in Mathematics Education for Innovative Learning Process
Cherry Ann Pala *
Department of Teacher Education, University of Eastern Philippines Laoang Campus, Laoang Northern Samar, Philippines.
Danica Lagrimas
Department of Teacher Education, University of Eastern Philippines Laoang Campus, Laoang Northern Samar, Philippines.
Martin L. Nobis, Jr.
Department of Teacher Education, University of Eastern Philippines Laoang Campus, Laoang Northern Samar, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study aimed to explore the potential of chatbots in mathematics education by introducing them as an innovative learning tool for Bachelor of Secondary Education Math students. Specifically, the study seeks to provide a comprehensive understanding of how chatbots can be integrated into the mathematics learning process. Ultimately, this study aims to enhance the knowledge and understanding of chatbots’ capabilities and their impact on educational environments, thereby contributing to improved educational outcomes in mathematics.
Study Design: This study employed a mixed-methods research approach. This method is well-suited for this research as it combines both qualitative and quantitative methods to provide a comprehensive understanding of the experiences faced by mathematics students in integrating chatbots into their learning process.
Place and Duration of Study: The study was conducted at the University of Eastern Philippines, Laoang Campus, Laoang, Northern Samar, during the school year 2024-2025.
Methodology: The researchers included Bachelor of Secondary Education (BSED) Mathematics students from the University of Eastern Philippines, Laoang Campus, during the school year 2024–2025, who have actively used chatbots in their mathematics education.30 Participants were selected through purposive sampling. Data collection involved semi-structured one-on-one interviews and survey questionnaires. Thematic analysis was applied to qualitative data from interviews, while descriptive statistics (frequency and percentage) were used to analyze quantitative survey data on chatbot usage.
Results: Out of 30 mathematics students, Cici was reported as the most frequently used chatbot among mathematics students, followed by ChatGPT and Copilot. Other chatbots like Meta AI, Perplexity, and Math AI were also noted, with less usage reported for Gemini, Question AI, Gauth Math, Sizzling, and Quillbot. It also revealed that chatbots assisted students with problem-solving in mathematics, enhanced conceptual understanding, ensured accuracy and validity, expanded mathematical knowledge, improved accessibility and convenience, boosted student confidence and engagement, and provided a student-friendly and time-saving learning experience, issues like dependency on chatbots, subscriptions or paywall issues, lack of details or clarity, inaccurate or unreliable answers, and internet connectivity issues were commonly mentioned. In response, students recommended strategies such as cross-verification of answers, avoiding over-reliance on chatbots, using multiple chatbots, clarifying or specifying questions, improving access and free tools, responsible use, and student discipline.
Conclusion: Chatbots like Cici, ChatGPT, and Copilot play a growing role in mathematics education, aiding students in problem-solving and conceptual understanding. While they enhance accessibility and engagement, challenges such as dependency and accuracy concerns exist. Students advocate for responsible usage, cross-checking answers, and refining queries to ensure AI tools support independent learning rather than replace it.
Keywords: Chatbots, mathematics education, AI tools, student engagement, math learning, problem-solving skills