The Evolving Role of AI in Math: A Grounded Theory of Student and Teacher Interactions with ChatGPT
DOI:
https://doi.org/10.5281/zenodo.18736194Keywords:
Grounded Theory, ChatGPT, Mathematical Problem-Solving, AI in Education, Conceptual FrameworkAbstract
This study employs a grounded theory approach to conceptualize the process of integrating a large language model, specifically ChatGPT, into mathematical problem-solving within a university setting. Data were collected from Thirty (30) Bachelor of Secondary Education Major in Mathematics students at Cebu Normal University during the first semester of 2024–2025 through semi-structured interviews, group discussions, and classroom observations. Through a constant comparative analysis of the data, a theoretical framework was generated that explains the dynamic relationship between students and the AI tool. The emergent theory, titled "AI – Assisted Scaffolding and Conceptualization," outlines a three-phase process: (1) Initial Tool Engagement, where students explore ChatGPT's capabilities and limitations; (2) The Scaffolding Cycle, where the AI acts as a digital tutor, providing hints and breaking down complex problems; and (3) Conceptual Synthesis, where students integrate the AI's assistance with their prior knowledge to form a deeper understanding. The findings indicate that while ChatGPT effectively enhances conceptual understanding and problem-solving strategies, this process is mediated by both technical limitations (e.g., occasional inaccuracies) and pedagogical challenges (e.g., overreliance). This research contributes a new theoretical model that helps to explain the mechanisms through which generative AI can be integrated into mathematics education, providing a framework for educators and curriculum designers to effectively leverage these tools while fostering critical thinking.
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