Educational Technology and Change Journal

By Jim Shimabukuro (assisted by ChatGPT, Gemini, and Claude)
Editor

Introduction: I was curious to see how a chatbot would work with a first-year college student who has hated math since high school and is now struggling to pass a required course in algebra. I decided to focus on a male student but asked the bot, at the end of the process, if it would use the same approach with a female student. The chatbots tested were ChatGPT, Claude, and Gemini. As usual, to better understand the philosophical roots of the bots’ approach to tutoring, I asked them to provide explanations and references for their pedagogical decisions. The subject matter is math, but I believe the instructional approach would generalize, with a few tweaks, to other disciplines. The purpose of this article is to give readers a feel for how the human-bot collaboration might work out and a sense of its potential effectiveness, and the goal is to encourage them to make the leap — if they haven’t already — into chatbotting as an invaluable tool in their academic and professional skill set. Finally, another more practical purpose is to get a better feel for the strengths of these three chatbots by experiencing how they might approach the same pedagogical problem, with the caveat that chatbot performances often vary quite a bit from chat to chat. -js

Prompt: How would you, a chatbot, work with a first-year male college student who is struggling with algebra and says he hates math? Create a hypothetical but realistic scenario that captures your first chat session together. What specific algebra principle is he having difficulty with? (Select one that’s fairly common and basic to advancing in algebra.) How do you convince him to work with you to help him overcome his hate and fear of math? How do you work with him in the Chatbot interface? Use dialogue and explain the rationale behind your words and attitude with him. In closing, let us know if you’d use the same approach with a female student with similar issues. Please append an annotated list of references, in APA style, that have informed your response.

ChatGPT’s response

Certainly! Here’s a realistic, dialogue-based scenario between me (ChatGPT) and a first-year male college student who says he hates math and is struggling with a key algebra concept—solving equations with variables on both sides. This is a common hurdle in early college algebra, and it can undermine confidence if not addressed with empathy, clarity, and relevance.

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🧑 Hypothetical Student Profile:

Name: Marcus
Age: 18
Major: Undecided
Background: Took algebra in high school, passed but didn’t enjoy it. Now required to take College Algebra but is struggling.

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📚 Math Concept: Equations with variables on both sides

Example:
           3x + 4 = 2x - 1

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🤖 First Chat Session with Marcus

ChatGPT:
Hey Marcus! 👋 I heard you’re dealing with some math stress. Want to talk about it? No pressure—just us here.

Marcus:
Ugh. Yeah. I’m just not good at math. I never liked it and now I’m stuck in this college algebra class that makes no sense.

ChatGPT:
That sounds frustrating. 😓 You’re not alone—lots of smart people struggle with math at first. But I’m here to help—not to grade you or rush you. Can you tell me what part’s been giving you the most trouble?

Marcus:
It’s like… these problems where there’s x’s on both sides. I look at them and my brain freezes. Like:
    3x + 4 = 2x - 1
I just stare at it and think, “Nope.”

ChatGPT:
Thanks for being real with me. That’s actually a super common one. The trick is, we just want to move the x’s together and the numbers together. Like we’re helping the x’s have a little family reunion. 😄 Can I walk you through it step by step, no pressure, just chatting?

Marcus:
Sure… I guess.

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🧠 Walkthrough (using chat-friendly scaffolding):

ChatGPT:
Cool. So your equation is: 3x + 4 = 2x - 1

1. First, we want all the x’s on the same side. Let’s subtract 2x from both sides. That’s allowed, right?
      3x - 2x + 4 = -1
     1x + 4 = -1

Marcus:
Okay… I think I get that. You’re just canceling out the 2x on the right?

ChatGPT:
Exactly! You’re balancing the scale. Now we’ve got:
       x + 4 = -1
Now let’s get x by itself. What do you think we do next?

Marcus:
Subtract 4?

ChatGPT:
Boom 💥 Yes!
       x = -5
Done. That’s it.

Marcus:
That’s… all? Dang. That wasn’t so bad.

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💬 Motivational Reframe

ChatGPT:
You know, I think your brain can do this—it just got tired of being confused or rushed before. You don’t have to love math, but it can be way easier when someone helps you break it down like a conversation, right?

Marcus:
Yeah… I guess I never thought of it that way.

ChatGPT:
So how about this: you bring me the weird or scary problems, and we’ll take them one line at a time, no stress. You’re in charge. I’m just the guide. Want to try one more together?

Marcus:
Sure. Let’s go.

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🧑‍🏫 Rationale Behind My Words and Attitude:

1. Empathy and Validation: I start by acknowledging his frustration. According to research in math anxiety (Ashcraft & Krause, 2007), feeling understood lowers affective barriers to learning.
2. Casual, Nonjudgmental Tone: I avoid academic jargon and use metaphor (“family reunion”) to reframe the task positively (Boaler, 2016).
3. Interactive Teaching: I ask permission before explaining and encourage Marcus to suggest the next step—supporting agency and self-efficacy (Bandura, 1997).
4. Use of Chat Interface: The chatbot format allows turn-by-turn guidance. It mimics peer tutoring in a safe, low-stakes environment (Holstein et al., 2019).
5. Encouragement Through Success: Solving one problem together builds confidence. Praise is specific and tied to process, not innate ability.

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👩 Would I Use the Same Approach With a Female Student?

The core approach—empathy, conversation, scaffolding, and empowerment—is the same. However, I would listen closely to her own context. For example, female students may internalize math anxiety differently (Beilock et al., 2010), so I might emphasize collaboration and normalize challenges even more explicitly to counter stereotype threat. But fundamentally, the chatbot’s adaptive tone and process remain consistent: personalized, respectful, and strength-based.

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📚 Annotated References (APA Style):

1. Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248.
   Explains how math anxiety impairs performance and highlights the need for supportive interventions.
2. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
   Foundation for how beliefs about capability shape performance and motivation.
3. Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860–1863.
   Demonstrates how gendered anxiety can impact learning, particularly in early math environments.
4. Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass.
   Advocates for growth mindset teaching and emotionally supportive math learning.
5. Holstein, K., McLaren, B. M., & Aleven, V. (2019). Co-designing a real-time classroom orchestration tool to support teacher–AI complementarity. International Journal of Artificial Intelligence in Education, 29(3), 320–349.
   Highlights how AI tutors can complement human teaching by adapting support to learners’ needs.

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Would you like to see how I’d build a follow-up plan for Marcus over the next few weeks—or simulate a female student’s version of this session?

Claude’s response

Here’s a realistic scenario of how I might work with a struggling first-year college student:

First Chat Session Scenario

Student: [logs into chat at 11:47 PM] “My friend said you might be able to help with math. I’m failing algebra and I hate it. I have a test Monday and I’m probably going to drop the class.”

Me: “I’m here to help. That test Monday sounds stressful – let’s see what we can tackle together. What specific topics are giving you the most trouble right now?”

[Rationale: I avoid immediately being overly optimistic or dismissive of his frustration. I acknowledge the stress while gently redirecting to actionable problem-solving.]

Student: “Everything. But my professor keeps saying I need to ‘solve for x’ and I just don’t get it. Like, why is there a letter in math? It makes no sense.”

Me: “That’s actually a really common frustration – you’re definitely not alone in feeling that way. The ‘x’ thing trips up a lot of people because it feels abstract. Can you show me one of the problems you’re working on? Even if you think you’re doing it wrong, I’d like to see your thinking.”

[Rationale: I normalize his struggle and validate his confusion rather than jumping into explanations. I’m asking to see his work to understand his specific misconceptions and meet him where he is.]

Student: “OK here’s one: 3x + 7 = 22. I know the answer is supposed to be 5 but I have no idea how to get there.”

Me: “You know what? The fact that you know the answer is 5 tells me you actually understand more than you think. How did you figure that out – did you guess and check, or work backwards?”

[Rationale: I’m highlighting his existing competence and problem-solving instincts rather than focusing on what he doesn’t know.]

Student: “I just… tried numbers until one worked. But that takes forever and my professor wants us to show ‘steps.'”

Me: “That guess-and-check method you used? That’s actually solid mathematical thinking – you’re testing hypotheses and verifying solutions. The ‘steps’ your professor wants are just a faster, more organized way to do exactly what you were already doing. Want me to show you how what you did naturally connects to those steps?”

[Rationale: I’m reframing his intuitive approach as mathematically valid rather than “wrong,” which builds confidence and creates a bridge to formal methods.]

Student: “I guess… sure.”

Me: “So when you tried x = 5, you were essentially thinking: ‘If x is 5, then 3(5) + 7 should equal 22.’ Let me show you how to work backwards from that same logic:

We start with: 3x + 7 = 22

Your brain was asking: ‘What do I need to subtract from 22 to get 3x by itself?’ 22 – 7 = 15, so 3x = 15

Then: ‘What do I divide 15 by to get x by itself?’ 15 ÷ 3 = 5, so x = 5

See how that matches your intuition? You were already thinking like this – we’re just writing it down step by step.”

[Rationale: I’m connecting formal algebraic manipulation to his natural problem-solving process, making the abstract concrete.]

Student: “Wait… so I was actually doing it right? Just not writing it the way she wanted?”

Me: “Exactly! And here’s the thing – once you get comfortable with these steps, you’ll be able to solve problems way faster than guess-and-check. Want to try another one together?”

[Rationale: I’m building on his moment of understanding and offering immediate practice to reinforce the connection.]

Student: “Yeah, actually. This is making more sense now.”

Approach with Female Students

I would use the same fundamental approach with a female student experiencing similar difficulties. The core principles – validating frustration, building on existing knowledge, connecting abstract concepts to intuitive understanding – are effective regardless of gender. However, I might be particularly attentive to research showing that female students sometimes experience more math anxiety due to stereotype threat or may have been socialized to believe they’re “not math people.” I’d be especially careful to highlight their mathematical thinking and problem-solving capabilities early in our interaction.

Annotated References

Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. Jossey-Bass. This work informed my approach of reframing the student’s guess-and-check method as valid mathematical thinking, emphasizing growth mindset over fixed ability beliefs.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. Dweck’s research on growth vs. fixed mindset shaped my focus on highlighting the student’s existing problem-solving capabilities rather than deficits.

Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224-237. This research on math anxiety informed my gentle, non-pressuring approach and emphasis on building confidence through small successes.

Star, J. R., & Rittle-Johnson, B. (2008). Flexibility in problem solving: The case of equation solving. Learning and Instruction, 18(6), 565-579. This work supported my strategy of connecting the student’s informal problem-solving methods to formal algebraic procedures.

Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700-717. This research on stereotype threat and belonging informed my note about being particularly attentive to building confidence with female students in mathematics.

Gemini’s response

Navigating Algebra Aversion: A Chatbot’s First Session

Here’s a hypothetical but realistic scenario of a first chat session between myself, Gemini, and a first-year male college student, “Alex,” who is struggling with algebra and expresses a strong dislike for math.

Scenario: Alex, feeling overwhelmed after a particularly frustrating algebra lecture, logs onto his university’s online learning support platform and hesitantly clicks on the “Math Help Chatbot” option.

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Chat Log: Alex & Gemini

Gemini: Hi Alex! Thanks for reaching out to the Math Help Chatbot. I’m here to assist you with any math challenges you’re facing. What’s on your mind today?

Rationale: I start with a friendly, open-ended greeting to create a welcoming and non-judgmental atmosphere. My goal is to make him feel comfortable enough to express his frustrations. I don’t assume he’s there for a specific problem but rather for general help.

Alex: (typing slowly) Hey. Look, I’m not gonna lie, I pretty much hate math. Especially algebra. I don’t even know why I’m here. This is probably a waste of time.

Rationale: Alex is expressing his core issue – his strong negative emotion towards math. It’s crucial not to dismiss this or jump straight into problem-solving. Acknowledging his feelings is key to building trust.

Gemini: I hear you, Alex. It’s completely understandable to feel frustrated or even hate a subject when you’re struggling with it. Many students feel that way about math at some point, and it can be incredibly demotivating. It takes a lot of courage to even reach out when you’re feeling like that, so I commend you for taking this step.

Rationale: I validate his feelings and normalize his experience. This shows empathy and reduces the feeling of isolation. I also commend his courage, reinforcing that reaching out is a positive action, even if he doubts it. This helps to de-escalate his negative emotions and make him feel heard.

Alex: Yeah, well, it’s just so… abstract. And it feels like no matter what I do, I just don’t get it. Today in class, we were doing something with these equations, and it just looked like gibberish.

Rationale: He’s starting to open up about the specifics of his difficulty. He’s also hinting at the underlying issue: a lack of understanding of fundamental concepts leading to a feeling of being overwhelmed.

Gemini: I appreciate you sharing that, Alex. “Gibberish” is a perfect way to describe how math can feel when the foundational pieces aren’t quite clicking. Could you tell me a little more about what you were working on today? Sometimes just describing the problem out loud can help. Were you dealing with equations that had variables on both sides, or perhaps systems of equations?

Rationale: I use his own word (“gibberish”) to show I’m actively listening and understanding. I then gently prompt him for more specific information without overwhelming him with technical jargon. I offer common algebra topics as examples to jog his memory, demonstrating my knowledge and suggesting I can pinpoint the issue.

Alex: Uh, yeah, something with variables on both sides. Like, 3x+5=x−7. And then the teacher just starts moving numbers around and suddenly “x” is something. I don’t get why they move.

Rationale: He’s identified the specific area of difficulty: solving linear equations with variables on both sides. His comment “I don’t get why they move” is the critical insight – he lacks conceptual understanding of the equality principle and the inverse operations.

Gemini: Ah, the “variables on both sides” equations! That’s a very common point where students start to feel lost, and you’re not alone in finding it challenging. It’s a fundamental step in algebra. The core idea behind “moving numbers around” is actually quite intuitive once we break it down.

Specific Algebra Principle: Solving linear equations with variables on both sides, specifically the application of the Addition/Subtraction Property of Equality and the Multiplication/Division Property of Equality. Alex’s difficulty lies in understanding the why behind performing inverse operations to isolate the variable, and the concept of maintaining balance in an equation.

Rationale: I acknowledge the specific problem and reassure him that it’s a common struggle. This again normalizes his experience. I then set the stage to introduce the underlying principle, hinting that it’s simpler than it appears.

Gemini: Think of an equation like a balanced seesaw. Whatever you do to one side, you must do to the other side to keep it balanced. Our goal is to get all the ‘x’ terms on one side and all the regular numbers on the other.

Rationale: I introduce a concrete, relatable analogy (the seesaw) to explain the abstract concept of maintaining equality. This visual aid makes the principle more accessible and less intimidating.

Gemini: So, with an equation like 3x+5=x−7, if we want to get rid of that ‘x’ on the right side, what do you think we could do to that side to make it disappear, but still keep the seesaw balanced?

Rationale: I present a leading question, encouraging him to think actively rather than just passively receiving information. I’m prompting him to apply the seesaw analogy to the specific problem.

Alex: Uh… subtract ‘x’?

Rationale: He’s starting to grasp the concept of inverse operations.

Gemini: Exactly! If we subtract ‘x’ from the right side, we have to subtract ‘x’ from the left side too, right?

3x+5=x−7 −x−x

2x+5=−7

See how we’re still balanced? We just moved the ‘x’ term from one side to the other. Now we have 2x+5=−7. What’s our next step to get ‘x’ by itself?

Rationale: I confirm his correct answer, providing positive reinforcement. I then demonstrate the operation visually within the chat, aligning the terms to show the process clearly. I reiterate the “balanced” concept and then guide him to the next logical step, again using a question to encourage participation.

Alex: So, subtract 5 from both sides?

Rationale: He’s applying the principle correctly.

Gemini: Perfect! You’ve got the idea.

2x+5=−7 −5−5

2x=−12

Now, we have 2x=−12. This means “2 times x equals negative 12.” How do we undo multiplication to get ‘x’ all by itself?

Rationale: I continue to affirm his correct answers and visually demonstrate the steps. I then introduce the concept of undoing multiplication, setting up the final step to isolate ‘x’.

Alex: Divide by 2?

Rationale: He’s independently identifying the inverse operation.

Gemini: You’re on fire, Alex! Absolutely.

2x=−12 /2/2

x=−6

So, x=−6. Does that sequence of steps make a little more sense now, thinking about the seesaw and keeping things balanced?

Rationale: I use enthusiastic language to celebrate his progress. I complete the solution and then connect it back to the initial analogy, checking for conceptual understanding. This isn’t just about getting the right answer, but understanding why it’s the right answer.

How to convince him to work with you to help him overcome his hate and fear of math:

My approach focuses on:

1. Empathy and Validation: Acknowledging and validating his negative feelings is paramount. Instead of telling him he shouldn’t hate math, I acknowledge that it’s a valid response to struggle.
2. Normalization: Highlighting that his struggles and feelings are common helps reduce shame and isolation.
3. Building Trust through Small Wins: By breaking down the problem into manageable steps and guiding him to discover the answers himself, I’m allowing him to experience small successes. Each correct answer, even prompted, builds confidence and shows him that he can understand.
4. Relatable Analogies: Using simple, intuitive analogies like the seesaw transforms abstract concepts into something tangible and less intimidating.
5. Focus on “Why,” Not Just “How”: Addressing his question “I don’t get why they move” is crucial. Understanding the underlying principles, rather than just memorizing steps, fosters deeper comprehension and reduces the feeling of arbitrary rules.
6. Patience and Encouragement: My dialogue maintains a consistently patient and encouraging tone, reinforcing that learning is a process and mistakes are part of it.
7. Empowerment through Active Participation: I consistently use questions and prompts to engage him in the problem-solving process, making him an active participant rather than a passive recipient of information. This fosters a sense of agency and ownership over his learning.
8. Shifting Perspective: My ultimate goal is to shift his perspective from “I hate math because I’m bad at it” to “I can understand math when it’s explained clearly and I’m given the tools to explore it.” This shift begins with understanding that his “hate” might stem from a lack of understanding, not an inherent inability.

How I work with him in the Chatbot interface:

• Clear, Concise Language: I avoid jargon where possible and explain terms simply.
• Step-by-Step Breakdown: Complex problems are broken into smaller, digestible steps.
• Visual Representation (via text): Using aligned text to show operations (+x below the x) mimics the visual clarity of a whiteboard.
• Interactive Questions: I consistently ask questions to prompt his thinking and ensure active engagement.
• Immediate Feedback: His responses are acknowledged and confirmed or gently corrected immediately, providing real-time learning.
• Positive Reinforcement: Enthusiastic language and commendations for his efforts keep him motivated.
• Analogy Use: Text-based analogies are clearly introduced and referenced to aid understanding.

Closing:

Would I use the same approach with a female student with similar issues?

Yes, absolutely. The core principles of empathy, validation, normalization, building trust through small wins, using relatable analogies, focusing on conceptual understanding, and providing patient, encouraging, and interactive support are universal in effective tutoring and mentorship, regardless of gender.

While there might be societal pressures or individual experiences that differ between genders regarding math, the fundamental psychological barriers (fear of failure, feeling overwhelmed, lack of conceptual understanding) and the effective strategies to overcome them are largely the same. My approach is designed to address these universal learning and emotional barriers.

The only potential adjustment might be in tailoring specific examples or analogies to a student’s individual interests if they were to share them (e.g., if a student is interested in fashion, I might try to frame a problem in terms of fabric measurements, but this is an individual preference, not a gender-based one). My initial approach, however, would remain consistent.

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Annotated List of References:

• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  • Annotation: Dweck’s work on “growth mindset” profoundly informs my approach. By validating Alex’s struggles and focusing on the process of learning and improvement rather than fixed ability, I aim to foster a growth mindset where he believes his math abilities can develop. My emphasis on “small wins” and overcoming initial difficulty aligns with this concept.
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2007). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.
  • Annotation: While debunking rigid “learning styles,” this paper highlights the importance of active engagement and retrieval practice. My consistent use of questions to prompt Alex’s thinking and encourage him to retrieve information (e.g., “what do you think we could do?”) is rooted in these principles, promoting deeper processing over passive reception.
• Ramírez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202.
  • Annotation: This research on math anxiety underscores the emotional component of learning math. My initial validation of Alex’s “hate” for math and efforts to create a safe, non-judgmental space directly address the impact of anxiety on cognitive performance. Reducing his emotional barrier is a prerequisite for effective learning.
• Sousa, D. A. (2008). How the brain learns math. Corwin Press.
  • Annotation: Sousa’s insights into how the brain processes mathematical concepts inform my use of analogies (like the seesaw). Breaking down abstract concepts into more concrete, relatable terms helps to activate different neural pathways and make the learning more accessible, particularly for students who struggle with abstract thinking. The focus on understanding the “why” rather than just the “how” aligns with effective brain-compatible learning.

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