Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Larissa Tröbelsberger, Alissa Fock, Reinhard Oldenburg, Hans-Stefan Siller
University of Augsburg
⬇ Download PDFArtificial Intelligence (AI) is increasingly integrated into students’ everyday learning practices, yet little is known about how mathematics students actually use AI systems in their university studies. This study investigates patterns of AI use among 112 mathematics students in their first four semesters at two German universities. A quantitative survey comprising five theoretically derived scales was administered and analysed. The results indicate that AI plays a substantial role in clarifying mathematical content, while lecture notes remain a very important learning resource. Students show a high level of error awareness, but this awareness does not influence their usage patterns. Strong associations were found among productive and substitutive use, leaning-supportive use and optimizing AI-Interaction, forming a triangular structure of mutual implications.
Artificial IntelligenceAI usage patternsAI-supported learning