Abstract:

The intensive development of technology, with a focus on artificial intelligence, presents teachers and students with new challenges in the educational process. Artificial intelligence, a branch of computer science that focuses on the development of algorithms for learning and independent decision-making, introduces special tools - chatbots that can be used in many areas. ChatGPT is one of the most advanced chatbots in the world of natural language processing and is characterised by its ability to generate complex and creative responses in real time that are not pre-programmed.

Although ChatGPT as a language model is primarily designed for natural language processing and generation, it also has the potential for applications in maths education. The use of ChatGPT in the teaching of mathematical content can open up new perspectives for the promotion of interactive learning and research. In this article, the interaction between students/teachers on the one hand and ChatGPT on the other is analysed using selected examples. It is investigated how well ChatGPT understands the mathematical questions, solves given problems and provides explanations in an understandable and mathematically correct way. In addition to the numerous advantages of using such a tool, some shortcomings and limitations that students should be aware of are also highlighted. Today's trends have significant consequences for the new generations of students. Lack of concentration in class, lack of interest in the course content and lack of patience in solving the assigned tasks cause students to seek support and rely on such tools. The paper specifically examines how teachers and students can adapt to the new circumstances.

As the progress of technology and the use of artificial intelligence cannot be stopped or banned, it is important that everyone involved in the teaching process adapts to its effective and appropriate use. For this reason, in accordance with the recommendations of the European University Association's Steering Committee for Learning and Teaching, the University of Rijeka has adopted guidelines for the responsible use of artificial intelligence tools in learning and teaching, with particular emphasis on compliance with the highest ethical principles in their use. Following these guidelines, the teachers of the maths courses at the Faculty of Engineering are trying to respond to the new challenges. This article helps to understand the implications of using ChatGPT in a pedagogical context. It explores how teachers can successfully integrate this technology while respecting ethical guidelines and promoting the development of students' critical thinking and understanding of mathematical concepts.

Keywords:

Artificial intelligence, ChatGPT, maths teaching, interactive learning.