Nøgleord
Generativ AI
Gymnasielærere
Gymnasie
Matematik
Citation/Eksport
Resumé
Artiklen undersøger anvendelsen af kunstig intelligens (AI) i gymnasiets matematikundervisning med fokus på både læreres og elevers perspektiver samt på de indsigter, der opstår, når disse perspektiver kobles sammen. Grundlaget er ni kvalitative interviews med lærere og en spørgeskema-undersøgelse blandt 153 elever, analyseret gennem en induktiv tematisk analyse. Resultaterne viser, at eleverne primært udtrykker, at de anvender AI til at støtte deres matematikforståelse uden for klasserummet, mens lærerne udviser både nysgerrighed og skepsis. Undersøgelsen peger på et potentiale for gensidig læring samt et behov for kompetenceudvikling og en tydelig pædagogisk rammesætning, der kan støtte integrationen af AI som et fagligt supplement.
Referencer
Ambady, N. & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. Journal of Personality and Social Psychology, 64(3), 431‑441. http://dx.doi.org/10.1037/0022‑3514.64.3.431
Awang, L.A., Yusop, F.D. & Danaee, M. (2025). Current practices and future direction of artificial intelligence in mathematics education: A systematic review. International Electronic Journal of Mathematics Education, 20(2), em0823. https://doi.org/10.29333/iejme/16006
Bang, H. P., Grønbæk, N., & Larsen, C. R. (2017). Out-and in-sourcing, an analysis model for the use of instrumented techniques. Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, Dublin: DCU Institute of Education and ERME. https://hal.archives-ouvertes.fr/hal-01942147
Claus R. Larsen. Out- and in-sourcing, an analysis model for the use of instrumented techniques. CERME 10, Feb 2017, Dublin, Ireland. ffhal-01942147
Barana, A., Marchisio, M. & Roman, F. (2023). Fostering problem solving and critical thinking in mathematics through generative artificial intelligence. I: D.G. Sampson, D. Ifenthaler & P. Isaías (red.), Proceedings of the 20th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2023) (s. 377‑385). IADIS Press.
Bekendtgørelse af lov om de gymnasiale uddannelser. (2019). LBK nr. 611 af 28/05/2019. Børne- og Undervisningsministeriet. https://www.retsinformation.dk/eli/lta/2019/611
Bhatt, P. & Muduli, A. (2023). Artificial intelligence in learning and development: A systematic literature review. European Journal of Training and Development, 47(7/8), 677‑694. https://doi.org/10.1108/EJTD-09‑2021‑0143
Bonami, B., Piazentini, L. & Dala-Possa, A. (2020). Education, big data and artificial intelligence: Mixed methods in digital platforms. Comunicar, 28(65), 43‑52. https://doi.org/10.3916/c65‑2020‑04
Brown, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77‑101. https://doi.org/10.1191/1478088706qp063oa
Canonigo, A.M. (2024). Levering AI to enhance students’ conceptual understanding and confidence in mathematics. Journal of Computer Assisted Learning, 40(6), 3215‑3229. https://doi.org/10.1111/jcal.13065
Cashin, W.E. (1990). Students do rate different academic fields differently. I: M. Theall & J.L. Franklin (red.), Student ratings of instruction: Issues for improving practice (s. 113‑121). Jossey-Bass.
Contel, F. & Cusi, A. (2025). Investigating the role of ChatGPT in supporting metacognitive processes during problem-solving activities. Digital Experiences in Mathematics Education, 11, 167‑191. https://doi.org/10.1007/s40751‑024‑00164‑7
Daher, W. & Gierdien, F. (2024). Use of language by generative AI tools in mathematical problem solving: The case of ChatGPT. African Journal of Research in Mathematics, Science and Technology Education, 28(2), 222‑235. https://doi.org/10.1080/18117295.2024.2384676
Dalsgaard, C., & Prilop, C. N. (2025). Partnerskaber mellem elever og AI: Nye arbejdsmetoder med generativ AI. Tidsskriftet Læring Og Medier (LOM), 18(31). https://doi.org/10.7146/lom.v17i31.150410
Egara, F.O. & Mosimege, M. (2024). Exploring the integration of artificial intelligence-based ChatGPT into mathematics instruction: Perceptions, challenges, and implications for educators. Education Sciences, 14(7), 742. https://doi.org/10.3390/educsci14070742
Han, X., Hu, F., Xiong, G., Liu, X., Gong, X., Niu, X., Shi, W. & Wang, X. (2018). Design of AI + curriculum for primary and secondary schools in Qingdao. Chinese Automation Congress, 4135‑4140. https://doi.org/10.1109/CAC.2018.8623310
Hwang, S. (2022). Examining the effects of artificial intelligence on elementary students’ mathematics achievement: A meta-analysis. Sustainability, 14(20), 13185. https://doi.org/10.3390/su142013185
Infante, R.N., Corocoto, M.A. & Nobis Jr., M.L. (2025). Students’ perspectives, practices, and challenges in AI-driven mathematics education. Psychology and Education, 41(6), 687‑701. https://doi.org/10.70838/pemj.410602
Jensen, T.W. (2024). Når kunstig intelligens bliver en del af vejledningsrummet. Dansk Universitetspædagogisk Tidsskrift, 19(36), 25‑30. https://doi.org/10.7146/dut.v19i36.140339
Kelleher, J.D. (2019). Deep learning. MIT Press.
Knox, J. (2020). Artificial intelligence and education in China. Learning, Media and Technology, 45(3), 298‑311. https://doi.org/10.1080/17439884.2020.1754236
Kvale, S. & Brinkmann, S. (2009). Interview: Introduktion til et håndværk (2. udg.). Hans Reitzels Forlag.
Lee, D., Hwang, J., Lee, Y. & Kim, S. (2022). Informatics and artificial intelligence (AI) education in Korea: Situation analysis using the Darmstadt model. JOIV: International Journal on Informatics Visualization, 6(2), 427‑444. https://doi.org/10.30630/joiv.6.2.1000
Mohamed, M.Z.B., Hidayat, R., Suhaizi, N.N.B., Sabri, N.B.M., Mahmud, M.K.H.B. & Baharuddin, S.N.B. (2022). Artificial intelligence in mathematics education: A systematic literature review. International Electronic Journal of Mathematics Education, 17(3), em0694. https://doi.org/10.29333/iejme/12132
Ng, D.T.K., Leung, J.K.L., Chu, K.W.S. & Qiao, M.S. (2021). AI literacy: Definition, teaching, evaluation and ethical issues. Proceedings of the Association for Information Science and Technology, 58(1), 504‑509. https://doi.org/10.1002/pra2.487
Pepin, B., Buchholtz, N. & Salinas-Hernández, U. (2025). Mathematics education in the era of ChatGPT: Investigating its meaning and use for school and university education – editorial to special issue. Digital Experiences in Mathematics Education, 11, 1‑8. https://doi.org/10.1007/s40751‑025‑00173‑0
Petri, S.M.R (2025). AI Literacy in and for Danish secondary mathematics education [upubliceret kandidatprojekt]. IMADA, SDU.
Romme-Mølby, M. (21/11‑2023). Undervisningen skal afspejle virkeligheden – her bruger de ChatGPT. Gymnasieskolen. https://gymnasieskolen.dk/articles/undervisningen-skal-afspejlevirkeligheden-her-bruger-de-chatgpt
Rutherford, T., Rodrigues, A., Duque-Baird, S., Veng, S., Mykyta-Chomsky, R., Cao, Y., Chisholm, K., & Bergwall, E. (2025). “I just think it is the way of the future”: Teachers’ use of ChatGPT to develop motivationally supportive math lessons. Computers and Education: Artificial
Intelligence, 8, 100367. https://doi.org/10.1016/j.caeai.2025.100367
Selwyn, N. (2016). Is technology good for education? Wiley.
Skovhus, S., Dupont, F. & Szocska, H. (12/01‑2023a). Hver sjette gymnasieelev benytter chatbot til snyd. Gymnasieskolen. https://gymnasieskolen.dk/articles/hver-sjette-gymnasieelevbenytter-chatbot-til-snyd
Skovhus, S., Dupont, F. & Szocska, H. (23/01‑2023b). Ny chatbot udfordrer gymnasier: “Det kommer til at ændre fundamentalt på den læring, der er i undervisningen”. Gymnasieskolen. https://gymnasieskolen.dk/articles/ny-chatbot-udfordrer-gymnasier-det-kommer-til-ataendre-fundamentalt-paa-den-laering-der-er-i-undervisningen
Styrelsen for Undervisning og Kvalitet. (2024). Generativ kunstig intelligens på gymnasiale uddannelser – anbefalinger til undervisningen. https://www.uvm.dk/-/media/filer/uvm/aktuelt/pdf25/jan/250113-generativ-kunstig-intelligens-paa-gymnasiale-uddannelser---rettet-051224-tilgaengelig.pdf
Svendsen, A.M. (2025) AI og matematikundervisning [upubliceret masterprojekt – master i matematik]. IMADA, SDU.
Sørensen, M.P., Horbach, S.P.J.M., Dorofeeva, O. & Schäfer Bak, M. (2024). Using generative artificial intelligence (GenAI) across different research phases (DFiR). Danish Centre for Studies in Research and Research Policy, Aarhus Universitet. https://ufm.dk/publikationer/2024/filer/rapport.pdf
Tahiru, F. (2021). AI in education: A systematic literature review. Journal of Cases on Information Technology, 23, 1‑20. https://doi.org/10.4018/jcit.2021010101
Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. Sage Publications. https://doi.org/10.4135/9781529714920
Zhou, C., Petri, S.M.R. & Bhattacharyya, S. (2025). AI literacy and professional development in STEM education. I: S. Papadakis (red.), AI roles and responsibilities in education (s. 45‑58). Springer, Cham. https://doi.org/10.1007/978‑3‑031‑96855‑6_3
Dette værk er under følgende licens Creative Commons Navngivelse –Ikke-kommerciel (by-nc).
Copyright (c) 2025 Dorte Moeskær Larsen, Ane Møller Svendsen, Simon Michael Rosenberg Petri, Chunfang Zhou