Artificial Intelligence in Mathematics Education: Assessing Accuracy, Reliability, and Instructional Implications
DOI:
https://doi.org/10.46328/ijte.5365Keywords:
Accuracy, Artificial Intelligence, Mathematics learning, ReliabilityAbstract
Artificial Intelligence (AI) is becoming increasingly embedded in educational practices, particularly in mathematics instruction. Its problem-solving capabilities and efficiency are explored even in a mathematics classroom. Thus, the study assesses pre-service mathematics teachers' perceptions of AI's accuracy, reliability, and implications for mathematics learning. A self-designed survey was administered to 128 randomly selected preservice mathematics teachers. The results revealed that AI Accuracy, in terms of solution correctness, problem complexity, speed and efficiency, error analysis, and domain-specific accuracy, was average. The same results were observed for reliability, including consistency, reproducibility, robustness, transparency, and error detection and correction. However, AI can be a valuable supplement to mathematics instruction. However, this should be handled with extra attention, not as it is. The findings suggest that AI may serve as a valuable supplement to teaching, but cannot yet substitute for the guidance and insight provided by human educators. This research highlights the importance of clear institutional policies and a critical evaluation of AI’s role in supporting, rather than replacing, traditional instruction in mathematics learning.
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