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Education·G Space·Evidence-backed gain·Published 2026-07-13

The use of artificial intelligence in mathematics education: perceptions among young university students

Abstract Students consider artificial intelligence (AI) to be a valuable tool for developing their skills in an educational context, particularly in the teaching of mathematics. The main objective of this research is to determine whether the use of AI is valid and reliable in the context of mathematics teaching. This study involved a sample of 853 university students from Melilla, Ceuta and Granada, using an ad hoc quantitative research design, and employing a questionnaire validated by a group of experts to car…

TRV-2026-0135Peer-reviewedPermanent record — cite & verify
The use of artificial intelligence in mathematics education: perceptions among young university students

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The quick read

Researchers surveyed 853 university students from Melilla, Ceuta and Granada in 2026 with a validated questionnaire to assess whether AI is perceived as valid and reliable for mathematics teaching, analyzing responses with factor analysis and multivariate analysis of variance by gender, age and socioeconomic status.

The findings suggest AI is seen as helpful for mathematics learning when students know how to use it, but perceptions differ by gender and socioeconomic status, leaving open how generalizable the results are beyond this regional student sample and how actual learning outcomes compare to self-reported perceptions.

Main points
  • Study included 853 university students from Melilla, Ceuta and Granada using an ad hoc quantitative design.
  • Questionnaire was validated by a group of experts and tested with exploratory and confirmatory factor analysis.
  • Items grouped under FACT 1, FACT 2 and FACT 3 were strongly correlated with the latent variable of AI as a tool for improving mathematics teaching.
  • Multivariate analysis of variance was used to assess effects of gender, age and socioeconomic status on perceptions.
Gain

University students reported that AI tools helped them complete problem-solving, geometry tasks and more complex mathematical activities and improve learning strategies when used appropriately.

The rundown

The research used an ad hoc quantitative design with a questionnaire validated by experts, followed by exploratory and confirmatory factor analysis to test validity and reliability as a measure of AI use and perception.

A multivariate analysis of variance examined differences by gender, age and socioeconomic status, finding that women aged 25 to 30 with low socioeconomic status were more aware of errors and more critical, while women in the same age group with high socioeconomic status used AI as a personal tool for mathematical analysis.

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