Developing mathematical competencies to assess ChatGPT-generated outpu
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Developing mathematical competencies to assess ChatGPT-generated outputs<br>DOI link for Developing mathematical competencies to assess ChatGPT-generated outputs<br>Developing mathematical competencies to assess ChatGPT-generated outputs
Three forms of mediations
ByMarianne Thomsen, Morten Misfeldt, Uffe Thomas Jankvist<br>BookDigital Technology and Artificial Intelligence in Mathematics Education Assessment Click here to navigate to parent product.
Edition 1st Edition
First Published 2026
Imprint Routledge
Pages 17
OA Funder University College London
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ABSTRACT<br>What does it mean to express mathematical competence in ChatGPT-heavy situations? The use of cognitive tools is in no way new in mathematics teaching, nor are the derived problems in terms of assessment. To understand the influence of ChatGPT, this chapter takes its departure point in a categorisation of mediations in mathematics education as proposed by Misfeldt and Jankvist, who, in addition to the well-known epistemic and pragmatic mediations, also operate with so-called ‘justificational mediations’ in the context of digital tools, mainly computer algebra systems. The chapter focuses on the potential of ChatGPT, both as a guide and as a misleading factor in the learning process, especially if students uncritically accept ChatGPT-generated feedback, potentially leading to a techno-authoritative conviction (proof) scheme. This aspect is crucial in understanding how ChatGPT can indeed shape the students’ possibilities to develop their reasoning, thinking, and communication competencies.
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