Aug 2026· LUMAT· Vol 14, pp. 8· 0 citations· 52 references
TL;DR
The study found that while AI-PMPs have an inconsistent effect on mathematics performance, they can serve as useful supplementary tools for enhancing learning and it is recommended that students not overly rely on and put limits on using AI-PMPs.
Abstract
Artificial Intelligence-powered technologies are prevalent today, especially in education. Numerous studies have shown an increasing number of students utilizing AI-powered math platforms (AI-PMPs) as supplementary tools for mathematics learning. However, there is limited information on how these platforms specifically benefit pre-service mathematics education teachers at a public higher education institution. To address the population, knowledge, and theory gap, this study aims to evaluate AI-PMPs and students' experiences using them. By employing a convergent parallel mixed-methods approach, the researchers will explore the relationship between the frequency of AI-PMP usage and the students’ mathematics performance using a correlational quantitative design, and assess the students’ sentiments about AI-PMPs through a descriptive qualitative design. Proportional stratified random sampling was used to select 92 respondents for the quantitative phase, while purposive sampling identified 19 participants for the qualitative phase. Data was gathered through survey questionnaires and one-on-one interviews. The findings revealed that the frequency of AI-PMP usage did not significantly affect students’ mathematics performance, highlighting various purposes, impacts, and challenges associated with these platforms. The study found that while AI-PMPs have an inconsistent effect on mathematics performance, they can serve as useful supplementary tools for enhancing learning. Therefore, it is recommended that students not overly rely on and put limits on using AI-PMPs. The study output was a user guide for the commonly used AI-PMPs.
The findings indicate that students integrate AI tools primarily as complementary learning aids rather than replacements for traditional materials, and highlights the growing importance of evaluating not only usage frequency but also perceived reliability and pedagogical value.
M. Altin, Kirsten Jäger, Silke Jütte et al.· IU Discussion Papers Busines...· 0 citations
This study aims to examine the effect of AI-powered tools on academic performance, conducted among students at the Faculty of Education at Ajilat city and explores the potential benefits and challenges of AI technology in education.
A. Saad· AlQalam journal of medical a...· 0 citations
Abstract. The rapid integration of artificial intelligence technologies into mathematics education necessitates a scientific justification for their use in designing personalized learning paths. This paper aims to assess the effectiveness of different AI tools within a personalized digital learning environment for mathematics. The research design employed a comparative study in a natural educational setting, using questionnaires, analysis of students' digital footprints, statistical processing (Student's t-test, ANOVA, Tukey's test, Cohen's d), and thematic analysis of open-ended responses. The study involved 168 students working with 32 interactive mathematical modules on the "Academic Resilience" platform. The findings indicate that the effectiveness of AI tools is contingent on the type of mathematical content. The most significant pedagogical effect was observed for a combination of graphical environments and AI assistants in tasks requiring both visualization and analytical reasoning. For algorithmic topics, a dialog-based AI assistant proved to be the most effective. These results support the consideration of AI technologies as a tool for adaptive modeling of individual educational trajectories in mathematics education.
L. B. Raikhelgauz· BULLETIN OF CHECHEN STATE...· 0 citations
Artificial Intelligence (AI) has tremendous
potential to revolutionize mathematics education by personalizing learning and
improving instructional efficiency. However, its use in secondary schools in
sub-Saharan Africa remains underexplored. This study investigated the
perceptions, practices, and challenges of secondary school mathematics teachers
regarding the use of AI tools in teaching and learning in Ilorin metropolis,
Kwara State, Nigeria. A descriptive survey research design was adopted. The
study involved all fifty (50) senior secondary school mathematics teachers in
the accessible population across public and private schools in Ilorin South and
Ilorin East Local Government Areas, using a census sampling approach. Data were
collected using a structured, self-administered questionnaire based on a
5-point Likert scale ranging from 1 = Strongly Disagree to 5 = Strongly Agree.
The instrument was validated by two experts in mathematics education, with a
benchmark mean of 3.0 adopted for decision-making. Data were analysed using
descriptive statistics comprising means and standard deviations. The findings
revealed that teachers had a high level of general awareness of AI (Mean = 3.6)
and strongly recognised its pedagogical usefulness in reducing workload (Mean =
3.9) and making lessons more engaging (Mean = 3.9). However, direct classroom
adoption of mathematics-specific AI platforms was very low (Mean = 1.9). Major
challenges included inadequate AI infrastructure (Mean = 3.9), concerns about
the dependability of AI tools for classroom use (Mean = 3.6), and inadequate
professional training (Mean = 3.5). Teachers also strongly agreed that AI
cannot replace human teachers (Mean = 4.2). The study concludes that an
awareness-adoption gap limits AI integration in Nigerian secondary mathematics
classrooms and recommends targeted professional training and improved
institutional infrastructure to support effective AI adoption
Mustapha Bashiru Omotayo· Journal of Studies in Scienc...· 0 citations
AI acts primarily as an amplifying tool rather than an independent driver of academicbehavior, reflecting pre-existing attitudes toward learning and ethics, suggesting pre-existing attitudes toward learning and ethics are reflected.
Aleksandar Vučković, Ernest Vlačić, A. Davidovic· Notitia· 0 citations
It is proposed that mathematical literacy in the AI era should extend beyond traditional competencies to include the ability to critically evaluate AI-generated outputs, identify algorithmic limitations, and use AI responsibly a construct this review tentatively terms Mathematical AI Literacy.
Andi Mangaraja, D. Hasibuan, Ramadhan Herianto et al.· Mathline : Jurnal Matematika...· 0 citations
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