Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 41 no. 6 (2025)

Students’ Perspectives, Practices, and Challenges in AI-Driven Mathematics Education

Randy Infante | Maryjoy Corocoto | Martin Lucindo Nobis Jr.

Discipline: Education

 

Abstract:

The integration of Artificial Intelligence (AI) in mathematics education is transforming how students engage with mathematical concepts by providing personalized, accessible, and innovative learning experiences. This study explores students’ perspectives, practices, and challenges 34 BSEd Mathematics students from the University of Eastern Philippines Laoang Campus, regarding AI-powered tools in their academic journey. Using a mixed-methods approach, it combines quantitative survey data with qualitative insights from student interviews to deliver a comprehensive analysis of AI’s role in learning. Students commend AI for its ability to offer instant solutions, detailed explanations, and adaptive learning tools, fostering independence and enhancing problem-solving skills. However, notable barriers such as concerns over reliability and digital literacy gaps hinder optimal adoption. Furthermore, students emphasize the importance of maintaining a balance between AI-assisted learning and traditional teaching to preserve critical thinking and human interaction. This research enriches the ongoing dialogue on AI in education, addressing these challenges to ensure its equitable and ethical integration. By focusing on the interplay between AI tools and traditional instructional methods, the study highlights a balanced approach to maximize AI's potential in reshaping mathematics education. The findings provide valuable insights for educators, policymakers, and stakeholders, aiming to create a more inclusive and impactful learning environment by leveraging AI technologies effectively while considering equity and ethical standards.



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