ChatGPT and Gemini in the teaching-learning process of mathematics in Secondary Education

Abstract

Learning mathematics has been a challenge for high school students, mainly in the understanding of concepts and in the resolution of exercises and problems. The purpose of this research is to support the design of didactic strategies that integrate ChatGPT and Gemini to improve the teaching-learning process of mathematics at this educational level. A methodology based on literature review was used, focusing on studies on the application of these tools in secondary education, with emphasis on mathematics teaching. The results highlight the potentialities and limitations of ChatGPT and Gemini in this process, as well as some considerations to be taken into account when using them. On this basis, examples of teaching strategies designed for this purpose by artificial intelligence itself are presented. It is concluded that ChatGPT and Gemini enhance personalized explanations when solving problems and interact in natural language, making possible the interest and motivation of students towards mathematics. Limitations: technological dependence, the need for adequate pedagogical supervision, the digital divide in rural areas and the lack of teacher training for their use.