P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 17, Issue 1, 2024December 30, 2024 PDT
Challenges in Using ChatGPT for Assessing Conceptual Understanding in Mathematics Education
Challenges in Using ChatGPT for Assessing Conceptual Understanding in Mathematics Education
Conceptual UnderstandingGenerative AI AssessmentChatGPT MechanismsMultiplication UnderstandingOpen-Ended Task Evaluation
Articles in Vol. 17, Issue 1, 2024
Vol. 17, Issue 1, 2024
- Challenges in Using ChatGPT for Assessing Conceptual Understanding in Mathematics EducationCorinna Hankeln
- Engaging Students in Making Artificial Intelligence Tools for Mathematics Education: An Iterative Design ApproachEmmanuel Nti-Asante
- Navigating the Coding Frontier: Teachers’ Experiences in Grade 9 Destreamed Mathematics ClassroomsSofia F. MazieresOlivia Lu
- Equitable Mathematics Instruction and Learning Geometry Through Extended RealityJulianna WashingtonCandace Walkington
- Exploring Students’ Mathematical Creativity for the Concept of Enlarging and Shrinking Through a Technologically Conjecturing TeachingPi-Jen LinPei-Yu Chang Liao
- Table of ContentsBirgit BrandtSong An
Hankeln, C. (2024). Challenges in Using ChatGPT for Assessing Conceptual Understanding in Mathematics Education. Journal of Mathematics Education, 17(1), 1–15. https://doi.org/10.26711/007577152790171