Detalhes bibliográficos
| Ano de defesa: |
2025 |
| Autor(a) principal: |
Correia, David Zatz
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| Orientador(a): |
Abar, Celina Aparecida Almeida Pereira
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Matemática
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| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/44076
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Resumo: |
At the end of 2022, OpenAI launched ChatGPT, a tool based on generative artificial intelligence that interacts with users in a manner resembling human communication. The rapid rise in the popularity of this technology has raised concerns regarding its use in the educational field, particularly in the teaching of Mathematics. The model's performance in this discipline has generated apprehension about potential negative impacts on learning. Some of ChatGPT’s limitations stem from its nature as a pretrained generative model. This study aimed to identify how ChatGPT can contribute to the study of specific mathematical topics and how it can be integrated into teaching practices to enhance Mathematics Education. To this end, an exploratory research study with a qualitative approach was conducted, seeking to understand the issue in greater detail, clarify it, and propose hypotheses. The study included a historical overview of the evolution of artificial intelligence, an investigation of ChatGPT’s structure, an analysis of its capabilities and limitations, and an examination of its use in educational contexts, with a specific focus on Mathematics Education. The model's responses to questions related to fundamental mathematical concepts—formulated based on texts by relevant authors—were examined, alongside its ability to solve mathematical exercises across different educational levels. Each aspect of the responses was evaluated, highlighting both the model’s strengths and its limitations. Additionally, strategies for creating more effective prompts for the use of generative AI tools were explored. This knowledge was applied to the design of activities and content tailored to Mathematics Education, utilizing ChatGPT's functionalities, such as textsharing features. The results indicate that, although ChatGPT is continually improving, it still presents significant limitations that require adjustments. The use of this tool demands caution, as critical thinking is indispensable for verifying its responses due to the hallucinations and errors the model may produce |
