Learning proof of trigonometric identities with ChatGPT
The integration of artificial intelligence (AI) into mathematics education has demonstrated potential in enhancing students’ conceptual understanding and reasoning abilities, particularly in the context of mathematical proof. Despite these advancements, limited research has investigated the use of A...
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| Format: | Article |
| Language: | English |
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Universitas Papua
2025-04-01
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| Series: | Journal of Honai Math |
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| Online Access: | https://journalfkipunipa.org/index.php/jhm/article/view/755 |
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| author | Putih Fitri Yusuf Hartono Meryansumayeka Meryansumayeka |
| author_facet | Putih Fitri Yusuf Hartono Meryansumayeka Meryansumayeka |
| author_sort | Putih Fitri |
| collection | DOAJ |
| description | The integration of artificial intelligence (AI) into mathematics education has demonstrated potential in enhancing students’ conceptual understanding and reasoning abilities, particularly in the context of mathematical proof. Despite these advancements, limited research has investigated the use of AI-based language models such as ChatGPT to support students in learning the logical structure of trigonometric identity proofs, which remain a challenging topic for many learners. To address this gap, this study introduces a novel learning trajectory assisted by ChatGPT aimed at improving students’ abilities in constructing and understanding trigonometric proofs. Employing a validation study design, the research was conducted in three phases: experimental preparation, experimental design, and retrospective analysis. Data were collected through observations, interviews, document analysis, and written tests, and analyzed qualitatively. A total of 50 eleventh-grade students engaged in three learning activities: studying proofs with ChatGPT-generated explanations, interacting directly with ChatGPT to explore proof strategies, and independently solving proof tasks without AI assistance. The findings indicate that ChatGPT effectively supports students in comprehending the logical steps involved in proof construction, enhances their engagement with mathematical reasoning, and promotes deeper understanding of trigonometric identities. These results highlight the potential impact of conversational AI tools in fostering proof-based thinking and enriching mathematics instruction at the secondary education level. |
| format | Article |
| id | doaj-art-07d47b5b5dfd4ecd8acfe55bbb1ee9e5 |
| institution | Kabale University |
| issn | 2615-2185 2615-2193 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Universitas Papua |
| record_format | Article |
| series | Journal of Honai Math |
| spelling | doaj-art-07d47b5b5dfd4ecd8acfe55bbb1ee9e52025-08-20T03:45:47ZengUniversitas PapuaJournal of Honai Math2615-21852615-21932025-04-0181435610.30862/jhm.v8i1.755607Learning proof of trigonometric identities with ChatGPTPutih Fitri0Yusuf Hartono1Meryansumayeka Meryansumayeka2https://orcid.org/0000-0002-1958-7986Universitas Sriwijaya, PalembangUniversitas Sriwijaya, PalembangUniversitas Sriwijaya, PalembangThe integration of artificial intelligence (AI) into mathematics education has demonstrated potential in enhancing students’ conceptual understanding and reasoning abilities, particularly in the context of mathematical proof. Despite these advancements, limited research has investigated the use of AI-based language models such as ChatGPT to support students in learning the logical structure of trigonometric identity proofs, which remain a challenging topic for many learners. To address this gap, this study introduces a novel learning trajectory assisted by ChatGPT aimed at improving students’ abilities in constructing and understanding trigonometric proofs. Employing a validation study design, the research was conducted in three phases: experimental preparation, experimental design, and retrospective analysis. Data were collected through observations, interviews, document analysis, and written tests, and analyzed qualitatively. A total of 50 eleventh-grade students engaged in three learning activities: studying proofs with ChatGPT-generated explanations, interacting directly with ChatGPT to explore proof strategies, and independently solving proof tasks without AI assistance. The findings indicate that ChatGPT effectively supports students in comprehending the logical steps involved in proof construction, enhances their engagement with mathematical reasoning, and promotes deeper understanding of trigonometric identities. These results highlight the potential impact of conversational AI tools in fostering proof-based thinking and enriching mathematics instruction at the secondary education level.https://journalfkipunipa.org/index.php/jhm/article/view/755design researchchat-gptidentity trigonometrylearning designproof |
| spellingShingle | Putih Fitri Yusuf Hartono Meryansumayeka Meryansumayeka Learning proof of trigonometric identities with ChatGPT Journal of Honai Math design research chat-gpt identity trigonometry learning design proof |
| title | Learning proof of trigonometric identities with ChatGPT |
| title_full | Learning proof of trigonometric identities with ChatGPT |
| title_fullStr | Learning proof of trigonometric identities with ChatGPT |
| title_full_unstemmed | Learning proof of trigonometric identities with ChatGPT |
| title_short | Learning proof of trigonometric identities with ChatGPT |
| title_sort | learning proof of trigonometric identities with chatgpt |
| topic | design research chat-gpt identity trigonometry learning design proof |
| url | https://journalfkipunipa.org/index.php/jhm/article/view/755 |
| work_keys_str_mv | AT putihfitri learningproofoftrigonometricidentitieswithchatgpt AT yusufhartono learningproofoftrigonometricidentitieswithchatgpt AT meryansumayekameryansumayeka learningproofoftrigonometricidentitieswithchatgpt |