  As soon as a new technology emerges, the education community explores its
affordances and the possibilities to apply it in education. In this paper, we
analyze sessions with ChatGPT around topics in basic Linear Algebra. We reflect
the process undertaken by the ChatGPT along the recent year in our area of
interest, emphasising the vast improvement that has been done in grappling with
Linear Algebra problems. In particular, the question whether this software can
be a teaching assistant or even somehow replace the human teacher, is
addressed. As of the time this paper 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.
  Communication with the software gives the impression to talk to a human, and
sometimes the question is whether the software understands the question or not.
Therefore, the reader's attention is drawn to the fact that ChatGPT works on a
statistical basis and not according to reflection and understanding.
