The use of AI-powered math platforms in mathematics learning
DOI:
https://doi.org/10.31129/LUMAT.14.1.2918Keywords:
artificial intelligence, AI-powered math platforms, mathematics learning, mathematics performance, technology in mathematicsAbstract
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.
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Copyright (c) 2026 Germalyn I. Abrigana, Roxan M. Caruana , John Rey L. Obcianal, Edenth Marie S. Templa, Judith M. Aleguen, Suzette T. Elladora
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