EPISTEMIC AGENCY AND GENDERED INTERACTIONS WITH AI IN MATHEMATICS EDUCATION: A STUDY WITH CHATGPT

The increasing integration of generative Artificial Intelligence (AI) tools such as ChatGPT into mathematics education raises critical questions concerning equity, epistemic agency, and gender dynamics. This study investigates the interactions of twenty upper secondary students of grade 13 (12 females, 8 males), who solved the same mathematical problem with ChatGPT support. The qualitative findings highlight a connection between epistemic agency in AI-mediated problem solving and the gender gap, offering insights into how generative technologies may reflect or amplify gendered patterns of engagement and authority. Differences in question formulation, self perception in interpreting responses, and willingness to challenge the AI align with established gendered dynamics in mathematics. The results suggest that uncritical use of AI in education may risk reinforcing existing gender inequities.