People are trusting it 100%, but ChatGPT is not 100% reliable!
DOI:
https://doi.org/10.30612/tangram.v9i1.19235Keywords:
Ideologia da certeza, Conhecimento reflexivo, Inteligência Artificial, Chat-GPT, Modelagem Matemática, Educação Matemática CríticaAbstract
Abstract: This article explores how Critical Mathematics Education (CME) can challenge the ideology of certainty in mathematics, particularly concerning the use of technologies like artificial intelligence (AI), exemplified by ChatGPT. The ideology of certainty views mathematics as neutral, objective, and infallible, masking its connections to social and political issues. Through mathematical modeling activities, the article analyzes how reflective knowledge can destabilize this ideology, fostering a more critical understanding of mathematics and its implications. The study uses a qualitative approach, involving engineering students in collaborative modeling activities with ChatGPT. The results show that, by integrating AI into modeling, students began to question the infallibility of mathematics and recognize its limitations. This suggests that CME, combined with the conscious use of technologies, can empower students to develop a critical and reflective perspective on the role of mathematics in society. The research contributes to understanding how the integration of technologies can be used to promote critical thinking in mathematics education.
Downloads
References
Abassian, A, Safi, F., Bush, S. & Bostic, J. (2020). Five different perspectives on mathematical modeling in mathematics education. Investigations in Mathematics Learning,12(1), 53-65. https://doi.org/10.1080/19477503.2019.1595360
Araújo, J. L. (2012). Ser crítico em projetos de modelagem em uma perspectiva crítica de educação matemática. Bolema, 26(43), 839-859.
Blum, W. (2015). Quality teaching of mathematical modelling: What do we know, what can we do? In S. J. Cho (Ed.), Proceedings of the 12th international congress on mathematical education (pp. 73–96). Springer. ICME
Borba, M. C. (1992). Teaching Mathematics: Challenging the Sacred Cow of Mathematical Certainty. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 65(6), 332–333. https://doi.org/10.1080/00098655.1992.10114236
Borba, M. C. (2021). The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things. Educational Studies in Mathematics 108(1-2), 385–400. https://doi.org/10.1007/s10649-021-10043-2
Borba, M. C., & Skovsmose, O. (1997). Ideology of certainty in mathematics education. For the Learning of Mathematics, 17(3), 17–23.
Borba, M. C., Souto, D. L. P., Cunha, J. F. T., & Domingues, N. S. (2023). Humans-with-media: Twenty-five years of a theoretical construct in mathematics education. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education (Springer International Handbooks of Education, pp. 1–23). Springer. https://doi.org/10.1007/978-3-030-95060-6_7-1
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.
Freire P. Educação como prática da liberdade. 34ª ed. São Paulo: Paz e Terra; 2011.
Hauge, K. H., Sørngård, M. A., Vethe, T. I., Bringeland, T. A., Hagen, A. A., & Sumstad, M. S. (2015). Critical reflections on temperature change. In: K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1577-1583). Prague, Czech Republic.
Kerruish, E. (2024). Postdigital Teaching of Critical Thinking in Higher Education: Non-Instrumentalised Sociality and Interactivity. Postdigital Science and Education. https://doi.org/10.1007/s42438-024-00456-6
Lincoln, Y. S., & E. G. Guba. (1985). Naturalist Inquiry. Newbury Park, CA: Sage.
Lopes, A. P. C. (2023). Contrapondo a ideologia da certeza por meio do conhecimento reflexivo na modelagem matemática. Bolema: Boletim De Educação Matemática, 37(77), 936–957. https://doi.org/10.1590/1980-4415v37n77a01
Lopes, A. P. C. (2024). Uma pedagogia de apoio para condução de modelagem matemática de forma remota. Amazônia: Revista de Educação em Ciências e Matemáticas, 20(45), 108-125.
Lopes, A. P. C. (2025a). Pensamento crítico em modelagens com equações diferenciais: uma análise pela taxonomia MATH. Revista de Ensino de Ciências e Matemática, 16(1), 1–24. https://doi.org/10.26843/rencima.v16n1a12
Lopes, A. P. C. (2025b). Mathematical modelling: a methodology favourable to the manifestation of critical mathematics consciousness. International Journal of Mathematical Education in Science and Technology, 56(10), 1934–1963. https://doi.org/10.1080/0020739X.2024.2378191
Lopes, A. P. C., & Borba, M. C. (2025). Agência matemática crítica na produção de modelos matemáticos com IA. Areté (Manaus), 24, 1–25.
Morais, M. S. de, Reis, F. S., & Lopes, A. P. C. (2025). A criticidade em Modelagem na Educação Matemática: Vozes das pesquisas. Revemop, 7, e2025010. https://doi.org/10.33532/revemop.e2025010
Skovsmose, O. (2014). Reflective Knowledge: Its Relation to the Mathematical Modeling Process. In B. Sriraman (Ed.), Critique as Uncertainty (pp. 263-280). Information Age Publishing.
Skovsmose, O. (2019). Crisis, Critique and Mathematics. Philosophy of Mathematics Education Journal, Aalborg, 35, 1-16.
Skovsmose, O. (2023). Critical mathematics education. Springer Cham.
Souto, D. L. P., Cunha, J. F. T., & Borba, M. C. (2025). Inteligência artificial em educação matemática (Vol. 1). Autêntica.
Tidwell, W. & Bennett, A. (2024). Undergraduate Mathematics Students Question and Critique Society Through Mathematical Modeling. Journal of Humanistic Mathematics, 14(1), 168-195.
Wardat, Y., Tashtoush, M. A., AlAli, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary tool for teaching and learning mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2286.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 TANGRAM - Revista de Educação Matemática
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Authors must accept the publication rules when submitting the journal, as well as agree to the following terms:
(a) The Editorial Board reserves the right to make changes to the Portuguese language in the originals to maintain the cultured standard of the language, while respecting the style of the authors.
(b) Authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Attribution-NonCommercial-ShareAlike 3.0 Brazil (CC BY-NC-SA 3.0 BR) that allows: Share - copy and redistribute the material in any medium or format and Adapt - remix, transform, and create from the material. CC BY-NC-SA 3.0 BR considers the following terms:
- Attribution - You must give the appropriate credit, provide a link to the license and indicate whether changes have been made. You must do so under any reasonable circumstances, but in no way that would suggest that the licensor supports you or your use.
- NonCommercial - You may not use the material for commercial purposes.
- Sharing - If you remix, transform, or create from material, you must distribute your contributions under the same license as the original.
- No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything that the license permits.
(c) After publication, authors are allowed and encouraged to publish and distribute their work online - in institutional repositories, personal page, social network or other scientific dissemination sites, as long as the publication is not for commercial purposes.
