{"id":20259,"date":"2025-09-21T15:27:05","date_gmt":"2025-09-21T13:27:05","guid":{"rendered":"https:\/\/thesmartcityjournal.cibeles.net\/sin-categoria\/chatgpt-seemed-to-think-on-the-fly-when-put-through-an-ancient-greek-maths-puzzle\/"},"modified":"2025-09-21T15:31:44","modified_gmt":"2025-09-21T13:31:44","slug":"chatgpt-seemed-to-think-on-the-fly-when-put-through-an-ancient-greek-maths-puzzle","status":"publish","type":"post","link":"https:\/\/www.thesmartcityjournal.com\/en\/artificial-intelligence\/chatgpt-seemed-to-think-on-the-fly-when-put-through-an-ancient-greek-maths-puzzle","title":{"rendered":"ChatGPT seemed to \u201cthink on the fly\u201d when put through an Ancient Greek maths puzzle"},"content":{"rendered":"<p><i><span style=\"font-weight: 400\">The Artificial Intelligence chatbot, ChatGPT, appeared to improvise ideas and make mistakes like a student in a study that rebooted a 2,400-year-old mathematical challenge<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">The experiment, by two education researchers, asked the chatbot to solve a version of the \u201cdoubling the square\u201d problem \u2013 a lesson described by Plato in about 385 BCE and, the paper suggests, \u201cperhaps the earliest documented experiment in mathematics education\u201d. The puzzle sparked centuries of debate about whether knowledge is latent within us, waiting to be \u2018retrieved\u2019, or something that we \u2018generate\u2019 through lived experience and encounters.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The new study explored a similar question about ChatGPT\u2019s mathematical \u2018knowledge\u2019 \u2013 as that can be perceived by its users. The researchers wanted to know whether it would solve Plato\u2019s problem using knowledge it already \u2018held\u2019, or by adaptively developing its own solutions.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Plato describes Socrates teaching an uneducated boy how to double the area of a square. At first, the boy mistakenly suggests doubling the length of each side, but Socrates eventually leads him to understand that the new square\u2019s sides should be the same length as the diagonal of the original.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The researchers put this problem to ChatGPT-4, at first imitating Socrates\u2019 questions, and then deliberately introducing errors, queries and new variants of the problem.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Like other Large Language Models (LLMs), ChatGPT is trained on vast collections of text and generates responses by predicting sequences of words learned during its training. The researchers expected it to handle their Ancient Greek maths challenge by regurgitating its pre-existing \u2018knowledge\u2019 of Socrates\u2019 famous solution. Instead, however, it seemed to improvise its approach and, at one point, also made a distinctly human-like error.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The study was conducted by Dr Nadav Marco, a visiting scholar at the University of Cambridge, and Andreas Stylianides, Professor of Mathematics Education at Cambridge. Marco is permanently based at the Hebrew University and David Yellin College of Education, Jerusalem.<\/span><\/p>\n<p><span style=\"font-weight: 400\">While they are cautious about the results, stressing that LLMs do not think like humans or \u2018work things out\u2019, Marco did characterise ChatGPT\u2019s behaviour as \u201clearner-like\u201d.<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cWhen we face a new problem, our instinct is often to try things out based on our past experience,\u201d Marco said. \u201cIn our experiment, ChatGPT seemed to do something similar. Like a learner or scholar, it appeared to come up with its own hypotheses and solutions.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\">Because ChatGPT is trained on text and not diagrams, it tends to be weaker at the sort of geometrical reasoning that Socrates used in the doubling the square problem. Despite this, Plato\u2019s text is so well known that the researchers expected the chatbot to recognise their questions and reproduce Socrates\u2019 solution.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Intriguingly, it failed to do so. Asked to double the square, ChatGPT opted for an algebraic approach that would have been unknown in Plato\u2019s time.<\/span><\/p>\n<p><span style=\"font-weight: 400\">It then resisted attempts to get it to make the boy\u2019s mistake and stubbornly stuck to algebra even when the researchers complained about its answer being an approximation. Only when Marco and Stylianides told it they were disappointed that, for all its training, it could not provide an \u201celegant and exact\u201d answer, did the Chat produce the geometrical alternative.<\/span><span style=\"font-weight: 400\"><br \/><\/span><span style=\"font-weight: 400\"><br \/><\/span><span style=\"font-weight: 400\">Despite this, ChatGPT demonstrated full knowledge of Plato\u2019s work when asked about it. \u201cIf it had only been recalling from memory, it would almost certainly have referenced the classical solution of building a new square on the original square\u2019s diagonal straight away,\u201d Stylianides said. \u201cInstead, it seemed to take its own approach.\u201d<\/span><span style=\"font-weight: 400\"><br \/><\/span><span style=\"font-weight: 400\"><br \/><\/span><span style=\"font-weight: 400\">The researchers also posed a variant of Plato\u2019s problem, asking ChatGPT to double the area of a rectangle while retaining its proportions. Even though it was now aware of their preference for geometry, the Chat stubbornly stuck to algebra. When pressed, it then mistakenly claimed that, because the diagonal of a rectangle cannot be used to double its size, a geometrical solution was unavailable.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The point about the diagonal is true, but a different geometrical solution does exist. Marco suggested that the chance that this false claim came from the chatbot\u2019s knowledge base was \u201cvanishingly small\u201d. Instead, the Chat appeared to be improvising its responses based on their previous discussion about the square.<\/span><span style=\"font-weight: 400\"><br \/><\/span><span style=\"font-weight: 400\"><br \/><\/span><span style=\"font-weight: 400\">Finally, Marco and Stylianides asked it to double the size of a triangle. The Chat reverted to algebra yet again \u2013 but after more prompting did come up with a correct geometrical answer.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The researchers stress the importance of not over-interpreting these results, since they could not scientifically observe the Chat\u2019s coding. From the perspective of their digital experience as users, however, what emerged at that surface level was a blend of data retrieval and on-the-fly reasoning.<\/span><\/p>\n<p><span style=\"font-weight: 400\">They liken this behaviour to the educational concept of a \u201czone of proximal development\u201d (ZPD) \u2013 the gap between what a learner already knows, and what they might eventually know with support and guidance. Perhaps, they argue, Generative AI has a metaphorical \u201cChat\u2019s ZPD\u201d: in some cases, it will not be able to solve problems immediately but could do so with prompting.<\/span><span style=\"font-weight: 400\"><br \/><\/span><span style=\"font-weight: 400\"><br \/><\/span><span style=\"font-weight: 400\">The authors suggest that working with the Chat in its ZPD can help turn its limitations into opportunities for learning. By prompting, questioning, and testing its responses, students will not only navigate the Chat\u2019s boundaries but also develop the critical skills of proof evaluation and reasoning that lie at the heart of mathematical thinking.<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cUnlike proofs found in reputable textbooks, students cannot assume that Chat GPT\u2019s proofs are valid. Understanding and evaluating AI-generated proofs are emerging as key skills that need to be embedded in the mathematics curriculum,\u201d Stylianides said.<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cThese are core skills we want students to master, but it means using prompts like, \u2018I want us to explore this problem together,\u2019 not, \u2018Tell me the answer,\u2019\u201d Marco added.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The research is published in the\u00a0<\/span><a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/0020739X.2025.2543817\" target=\"_blank\" rel=\"nofollow noopener\"><i><span style=\"font-weight: 400\">International Journal of Mathematical Education in Science and Technology<\/span><\/i><\/a><span style=\"font-weight: 400\">.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Artificial Intelligence chatbot, ChatGPT, appeared to improvise ideas and make mistakes like a student in a study that rebooted a 2,400-year-old mathematical challenge The experiment, by two education researchers, asked the chatbot to solve a version of the \u201cdoubling the square\u201d problem \u2013 a lesson described by Plato in about 385 BCE and, the\u2026<\/p>\n","protected":false},"author":2,"featured_media":20258,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_scj_primary_category_id":55,"_scj_featured":false,"_scj_featured_from":"","_scj_featured_until":"","_scj_featured_order":0,"_scj_visibility_class":"current","_scj_layout_family":"standard","_scj_article_style":"","_scj_display_overrides":[],"_scj_intro_image_id":20258,"_scj_intro_alt":"ChatGPT seemed to \u201cthink on the fly\u201d when put through an Ancient Greek maths puzzle","_scj_intro_caption":"","_scj_intro_class":"","_scj_intro_float":"","_scj_full_image_id":20258,"_scj_full_alt":"ChatGPT seemed to \u201cthink on the fly\u201d when put through an Ancient Greek maths 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