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Generative artificial intelligence (GenAI) is changing how students engage with mathematical tasks, offering immediate explanations, feedback, and problem-solving support. But what does it mean to learn mathematics with AI, and how can we determine whether learning has actually taken place? This talk explores these questions through an upper-secondary mathematics intervention. The first analysis examines how students use a task-specific AI chatbot, distinguishing between different functions of student–AI interactions and investigating how these relate to mathematics achievement and students’ prior knowledge. The second analysis focuses on students’ perceptions of their own learning, comparing perceived and measured learning gains in the GenAI-supported setting and a comparable teacher-supported learning environment. Together, these analyses offer two perspectives on the challenges of understanding learning with GenAI: how students engage with AI-based learning support and how they perceive their own learning. The talk discusses the implications of these perspectives for researching and designing AI-supported mathematics learning environments.

More information: https://www.leibniz-ipn.de/en/the-ipn/about-us/staff/kristin-litteck