Students’ Use of ChatGPT in an Algebra Class: A Case Study of Prompts and Attitudes

Abstract

This case study explores how upper-secondary students used ChatGPT in a Finnish algebra course and their attitudes toward its integration. Drawing on Technology-Mediated Learning (TML) and Self-Regulated Learning (SRL) frameworks, the study analysed students’ ChatGPT interactions and questionnaire responses. While most students found ChatGPT easy to use and helpful, their spontaneous use of the tool remained limited. Prompts varied in quality, with few demonstrating goal-setting, reflection, or exploratory engagement. The findings suggest that without explicit scaffolding, students tend to rely on generative AI for quick answers rather than as a tool for deeper learning and problem-solving.

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