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

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

doi:10.31129/LUMAT.13.1.2877

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

Mats Braskén^*
, Kim-Erik Berts
, Solveig Wallin
, Sofia Frilund

^*Corresponding author for this work

Research output: Contribution to journal › Article › Scientific › peer-review

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 collectedstudents’ 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.

Original language	English
Number of pages	26
Journal	LUMAT: International Journal on Math, Science and Technology Education
Volume	13
Issue number	1
DOIs	https://doi.org/10.31129/LUMAT.13.1.2877
Publication status	Published - 25 Nov 2025
MoE publication type	A1 Journal article-refereed

Keywords

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

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10.31129/LUMAT.13.1.2877Licence: CC BY

16-brasken-lumat-1312877Final published version, 1.65 MBLicence: CC BY

https://urn.fi/URN:NBN:fi-fe20251215118906

Cite this

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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 collectedstudents{\textquoteright} ChatGPT prompts after a problem-solving session, in and out of class. Students{\textquoteright} 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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Students’ Use of ChatGPT in an Algebra Class: A Case Study of Prompts and Attitudes

Abstract

Keywords

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