This article presents an experiment conducted with first-year students of the Commerce and Marketing program at the Faculty of Economics, University of Debrecen, along with its results.

The aim of the experiment was to make the teaching of Mathematics more engaging for the students while familiarizing them with the limitations of using ChatGPT 3.5. As part of the experiment, ChatGPT was tasked with generating a solved problem for each student on topics such as matrix operations, determinants, and inverse matrices. Subsequently, the students were asked to solve the assigned problems themselves and verify the solutions provided by ChatGPT. This exercise aimed to help students recognize the limitations of the tool and develop a critical approach to its use.

In addition to this, we analysed the types of problems generated by ChatGPT, their diversity, difficulty levels, and the accuracy of the solutions provided by ChatGPT, as well as the correctness of the students' solutions. The objective was to assess the usability of ChatGPT for problem generation, the variety and difficulty of the tasks produced, the reliability of the tool’s solutions, and the extent to which the students encountered difficulties in solving these problems.

Keywords: ChatGPT, teaching experience, mathematics, matrix calculations, generating exercises.