New Perspectives in Science Education

Using ChatGPT in the Calculus Classroom

María Guadalupe Lomelí Plascencia, Instituto Tecnológico y de Estudios Superiores de Monterrey (Mexico)

Abstract

The integration of artificial intelligence (AI) into higher education classrooms is increasingly widespread and, in many cases, unavoidable [1]. In particular, the use of ChatGPT represents one of the first approaches of AI within the classroom setting. It is a tool that students find appealing, and its usage has rapidly gained popularity to such an extent that its presence in the classroom is unavoidable. For students, its use feels natural, and if applied properly, it can significantly enhance learning. It offers time-saving advantages and can support learning in various ways, tailored to the needs of each student [2]. For educators, it presents an opportunity to connect and communicate with their students, foster educational innovation, improve class organization, and promote the ethical and critical use of technological resources. This paper presents an in-class experience within a Calculus course, a core subject for undergraduate students across various engineering disciplines. The activity involved conducting a search for optimization problems in three different ways, progressively refining the queries to make them more precise. Following this process, students were asked to reflect on the overall experience. The activity was well received and appreciated. In their reflections, students recognized that simply asking questions is not enough; the questions must be well-directed, analyzed, and carefully phrased to obtain the desired outcomes. They also noted that textbook problems are generally easier to solve than those provided by ChatGPT, as the former are more clearly defined. The overall experience was positive and well accepted, but it also prompted thoughtful reflection on the use of such technological tools in education.

Keywords

Educational innovation, ChatGPT, higher education, Calculus

REFERENCES

[1] Atencio-González, Rously Eddyah, Bonilla-Ron, Diego Esteban, Miles-Flores, Marco Vinicio, & López-Zavala, Saúl Álvaro. (2023). Chat GPT como Recurso para el Aprendizaje del Pensamiento Crítico en Estudiantes Universitarios. Cienciamatria. Revista Interdisciplinaria de Humanidades, Educación, Ciencia y Tecnología, 9(17), 36-44. Epub 08 de febrero de 2024.https://doi.org/10.35381/cm.v9i17.1121

[2] Soto Ortiz, J. L., & Reyes Flores, I. A. (2024). Apreciaciones de estudiantes universitarios sobre el uso del ChatGPT. REVISTA PARAGUAYA DE EDUCACIÓN A DISTANCIA (REPED), 5(2), 56–65. https://doi.org/10.5615

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New Perspectives in Science Education

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