Working With AI in Mathematics: A Small-Scale Exploration of Student Perceptions

Nagy, Bálint (2026) Working With AI in Mathematics: A Small-Scale Exploration of Student Perceptions. GRADUS, 13 (1). ISSN 2064-8014

Preview

Text 2026_1_CSC_002_Nagy.pdf - Published Version Download (346kB) | Preview

Abstract

The rapid integration of artificial intelligence into higher education is reshaping the demands of mathematics instruction, where traditional emphases on formal reasoning and procedural accuracy increasingly intersect with the need for critical thinking. This study investigates how the use of AI-based tools in a university mathematics course relates to shifts in students’ attitudes, particularly those connected to critical awareness and reflective judgment. In this empirical study students worked in pairs with generative AI systems throughout the semester, and their perceptions were measured at the beginning and end of the course. The results reveal a nuanced change: while intentions to use AI remained high, perceived risks increased, suggesting not rejection but a deepening of critical thinking toward technology. Slightly rising comfort levels also indicate growing digital confidence. Although limited by a small sample, the study suggests that AI supported mathematics learning environments may contribute to the development of critical thinking alongside disciplinary knowledge.

Actions (login required)

View Item