Modelling with AI

Despite their potential to foster critical thinking, modelling tasks remain underrepresented in mathematics classrooms. Fermi problems (FPs), as open estimation tasks, are well-suited for introducing modelling in primary education. Given the growing presence of artificial intelligence (AI) in educat...

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Authors: Gallart, César|||0000-0002-0726-3781, Ferrando, Irene|||0000-0003-3746-4581, Segura, Carlos|||0000-0002-1457-5740, Albarracín Gordo, Lluís|||0000-0002-1387-5573
Format: article
Publication Date:2026
Country:España
Institution:Universitat Autònoma de Barcelona
Repository:Dipòsit Digital de Documents de la UAB
Language:English
OAI Identifier:oai:dnet:uabarcelona_::056ae86a8c5bef6fcf8512790b886bb0
Online Access:https://ddd.uab.cat/record/327563
https://dx.doi.org/urn:doi:10.29333/ejmste/18263
Access Level:Open access
Keyword:Modelling
Fermi problems
Artificial intelligence
Prompt engineering
Problem solving setting
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spelling Modelling with AIHow complexity and experience shape ChatGPT use by pre- service teachersGallart, César|||0000-0002-0726-3781Ferrando, Irene|||0000-0003-3746-4581Segura, Carlos|||0000-0002-1457-5740Albarracín Gordo, Lluís|||0000-0002-1387-5573ModellingFermi problemsArtificial intelligencePrompt engineeringProblem solving settingDespite their potential to foster critical thinking, modelling tasks remain underrepresented in mathematics classrooms. Fermi problems (FPs), as open estimation tasks, are well-suited for introducing modelling in primary education. Given the growing presence of artificial intelligence (AI) in education, it is essential to understand how pre-service teachers (PSTs) engage with tools like ChatGPT in modelling contexts. This study analyses the use of ChatGPT by 133 PSTss solving FPs and examines how this use is shaped by problem complexity and prior experience. Through qualitative and quantitative analysis, three distinct profiles of AI use emerged-expert, assistant, and support-reflecting varying degrees of autonomy and delegation. Results show greater delegation to AI in more complex problems, while prior experience with outdoor problem-solving or ChatGPT fosters more autonomous engagement. These findings provide insights for integrating AI into mathematics education to support reflective, independent, and critical modelling practices.Modestum 22026-01-0120262026-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/327563https://dx.doi.org/urn:doi:10.29333/ejmste/18263reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengAgencia Estatal de Investigación https://doi.org/10.13039/501100011033 PID2021-126707NB-I00open accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:dnet:uabarcelona_::056ae86a8c5bef6fcf8512790b886bb02026-06-06T12:50:31Z
dc.title.none.fl_str_mv Modelling with AI
How complexity and experience shape ChatGPT use by pre- service teachers
title Modelling with AI
spellingShingle Modelling with AI
Gallart, César|||0000-0002-0726-3781
Modelling
Fermi problems
Artificial intelligence
Prompt engineering
Problem solving setting
title_short Modelling with AI
title_full Modelling with AI
title_fullStr Modelling with AI
title_full_unstemmed Modelling with AI
title_sort Modelling with AI
dc.creator.none.fl_str_mv Gallart, César|||0000-0002-0726-3781
Ferrando, Irene|||0000-0003-3746-4581
Segura, Carlos|||0000-0002-1457-5740
Albarracín Gordo, Lluís|||0000-0002-1387-5573
author Gallart, César|||0000-0002-0726-3781
author_facet Gallart, César|||0000-0002-0726-3781
Ferrando, Irene|||0000-0003-3746-4581
Segura, Carlos|||0000-0002-1457-5740
Albarracín Gordo, Lluís|||0000-0002-1387-5573
author_role author
author2 Ferrando, Irene|||0000-0003-3746-4581
Segura, Carlos|||0000-0002-1457-5740
Albarracín Gordo, Lluís|||0000-0002-1387-5573
author2_role author
author
author
dc.subject.none.fl_str_mv Modelling
Fermi problems
Artificial intelligence
Prompt engineering
Problem solving setting
topic Modelling
Fermi problems
Artificial intelligence
Prompt engineering
Problem solving setting
description Despite their potential to foster critical thinking, modelling tasks remain underrepresented in mathematics classrooms. Fermi problems (FPs), as open estimation tasks, are well-suited for introducing modelling in primary education. Given the growing presence of artificial intelligence (AI) in education, it is essential to understand how pre-service teachers (PSTs) engage with tools like ChatGPT in modelling contexts. This study analyses the use of ChatGPT by 133 PSTss solving FPs and examines how this use is shaped by problem complexity and prior experience. Through qualitative and quantitative analysis, three distinct profiles of AI use emerged-expert, assistant, and support-reflecting varying degrees of autonomy and delegation. Results show greater delegation to AI in more complex problems, while prior experience with outdoor problem-solving or ChatGPT fosters more autonomous engagement. These findings provide insights for integrating AI into mathematics education to support reflective, independent, and critical modelling practices.
publishDate 2026
dc.date.none.fl_str_mv 2
2026-01-01
2026
2026-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/327563
https://dx.doi.org/urn:doi:10.29333/ejmste/18263
url https://ddd.uab.cat/record/327563
https://dx.doi.org/urn:doi:10.29333/ejmste/18263
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agencia Estatal de Investigación https://doi.org/10.13039/501100011033 PID2021-126707NB-I00
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Modestum
publisher.none.fl_str_mv Modestum
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
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collection Dipòsit Digital de Documents de la UAB
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