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

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.