EXPERIENCE IN THE USING OF AI IN THE PROFESSIONAL ACTIVITY OF A TEACHERS OF HIGHER MATHEMATICS

Abstrakt

This paper investigates the problem of discrepancies between the capabilities declared by AI model developers and the actual quality of the corresponding tasks performed by these models. AI developers, especially those working on large language models (such as Gemini), identify several opportunities for creating educational content: generating content for different purposes, adapting to different audiences, personalizing learning, rapid content creation, and continuous improvement. However, a significant problem arises from the lack of publicly available data on the error rate of AI in these tasks.

The issue is particularly critical in the context of creating educational content in higher mathematics. Errors in such materials can have critical consequences for students in higher education who use widely available AI models. This paper analyzes the possibilities of using Gemini AI to develop educational materials for higher mathematics courses. Examples of practical application of AI included its use to generate a solution to a given problem, generate task variants based on a template, and create multiple-choice test tasks. Most of the educational materials developed with the help of AI were related to testing students’ knowledge on the topic of the Theory of Functions of a Complex Variable. Real dialogues with AI are shown, which concern the correction of errors made by the model. The paper notes that all the comments made during the study were acknowledged and addressed by the AI model. Thus, at the current moment in time, the effective use of general-purpose AI models for generating educational content in higher mathematics can be carried out exclusively by users with a high level of mathematical training who can critically evaluate the results of the AI model. It is also shown that the lack of the ability to use formulas in Word Equation format when creating tasks for AI and generating its reports significantly reduces the effectiveness of AI in the professional activities of higher mathematics teachers.