Mathematics education is a critical aspect of students’ academic development, yet often some students face challenges in understanding complex mathematical concepts. Factors such as different learning styles, a one-size-fits-all approach to teaching that is not always effective, limited personal interaction with teachers due to teachers often having time constraints to provide in-depth explanations to each student, difficulties in comprehending mathematical literature, and discomfort in asking questions to teachers in front of the class can limit their understanding. Artificial Intelligence (AI) technology, like ChatGPT, has rapidly evolved in recent years and demonstrated significant potential in aiding education. ChatGPT is a language model based on Artificial Intelligence (AI) that can communicate with humans through text in a more natural and responsive manner. By leveraging AI technology like ChatGPT, students have the opportunity to ask questions without fear of judgment. ChatGPT can provide instant feedback on students’ answers, helping them understand mistakes and needed improvements. Additionally, by using ChatGPT outside the classroom, students can receive supplementary assistance and deepen their comprehension.
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5 June 2025
THE 2ND INTERNATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION (ICMMEd) 2023
2 October 2023
Ambon, Indonesia
Research Article|
June 05 2025
Exploring the potential of ChatGPT in mathematics education with an adaptive and interactive approach Available to Purchase
Citra Fathia Palembang;
Citra Fathia Palembang
a)
1,5
Computer Science Study Program, Department of Mathematics, Faculty of Mathematics and Natural Science, Universitas Pattimura
, Jl. Ir. M. Putuhena, Poka, Ambon, Maluku, 97233, Indonesia
a)Corresponding author: [email protected]
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Novita Serly Laamena;
Novita Serly Laamena
b)
2
Statistics Study Program, Department of Mathematics, Faculty of Mathematics and Natural Science, Universitas Pattimura
, Jl. Ir. M. Putuhena, Poka, Ambon, Maluku, 97233, Indonesia
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Novita Dahoklory;
Novita Dahoklory
c)
3,4,6
Mathematics Study Program, Department of Mathematics, Faculty of Mathematics and Natural Science, Universitas Pattimura
, Jl. Ir. M. Putuhena, Poka, Ambon, Maluku, 97233, Indonesia
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Yopi Andry Lesnussa;
Yopi Andry Lesnussa
d)
3,4,6
Mathematics Study Program, Department of Mathematics, Faculty of Mathematics and Natural Science, Universitas Pattimura
, Jl. Ir. M. Putuhena, Poka, Ambon, Maluku, 97233, Indonesia
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Jefri E. T. Radjabaycolle;
Jefri E. T. Radjabaycolle
e)
1,5
Computer Science Study Program, Department of Mathematics, Faculty of Mathematics and Natural Science, Universitas Pattimura
, Jl. Ir. M. Putuhena, Poka, Ambon, Maluku, 97233, Indonesia
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Venn Y. I. Ilwaru
Venn Y. I. Ilwaru
f)
3,4,6
Mathematics Study Program, Department of Mathematics, Faculty of Mathematics and Natural Science, Universitas Pattimura
, Jl. Ir. M. Putuhena, Poka, Ambon, Maluku, 97233, Indonesia
Search for other works by this author on:
Citra Fathia Palembang
1,a)
Novita Serly Laamena
2,b)
Novita Dahoklory
3,c)
Yopi Andry Lesnussa
3,d)
Jefri E. T. Radjabaycolle
1,e)
Venn Y. I. Ilwaru
3,f)
1,5
Computer Science Study Program, Department of Mathematics, Faculty of Mathematics and Natural Science, Universitas Pattimura
, Jl. Ir. M. Putuhena, Poka, Ambon, Maluku, 97233, Indonesia
2
Statistics Study Program, Department of Mathematics, Faculty of Mathematics and Natural Science, Universitas Pattimura
, Jl. Ir. M. Putuhena, Poka, Ambon, Maluku, 97233, Indonesia
3,4,6
Mathematics Study Program, Department of Mathematics, Faculty of Mathematics and Natural Science, Universitas Pattimura
, Jl. Ir. M. Putuhena, Poka, Ambon, Maluku, 97233, Indonesia
a)Corresponding author: [email protected]
AIP Conf. Proc. 3293, 040003 (2025)
Citation
Citra Fathia Palembang, Novita Serly Laamena, Novita Dahoklory, Yopi Andry Lesnussa, Jefri E. T. Radjabaycolle, Venn Y. I. Ilwaru; Exploring the potential of ChatGPT in mathematics education with an adaptive and interactive approach. AIP Conf. Proc. 5 June 2025; 3293 (1): 040003. https://doi.org/10.1063/5.0269721
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