Abstract
Abstract As soon as a new technology emerges, the education community explores its affordances and the possibilities to apply it in education. In this article, we analyze sessions with ChatGPT around topics in basic linear algebra. We reflect on the affordances and changes between two versions of ChatGPT since its worldwide publication in our area of interest, namely, linear algebra. In particular, the question of whether this software can be a teaching assistant or even somehow replace the human teacher is addressed. As of the time this article is written, the answer is generally negative. For the small part where the answer can be positive, some reflections about an original instrumental genesis are given.
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