UWEC CERCA 2025

Within the last two years, rapid advancements have made AI chatbot tools such as ChatGPT widely accessible to students. The novelty of these generative AI tools means that research on how students regard and use them is still emerging. Throughout our research, we have applied the theories of mathematical proof as a genre (Selden and Selden, 2013) to study AI generated proofs and how they adhere to these genre conventions. In this talk, we discuss how the knowledge that a mathematical argument was generated by ChatGPT impacts student perceptions of proof validity. We will share initial findings from a survey developed to explore this question and will discuss the pedagogical implications of these AI tools for students’ ability to validate mathematical proofs. We will also discuss how generative AI can be used to assist teachers and students within their classroom and how it can be incorporated into mathematics curriculums.