Psychological aspects of using artificial intelligence in teaching mathematics: review of foreign publications

Abstract

Artificial intelligence in education is transforming learning processes and student competence. According to many foreign researchers, advancements in computer technologies, particularly artificial intelligence (AI), offer the opportunity to better understand individual learning problems and provide personalized support to improve mathematics learning outcomes. AI can be used to create intelligent learning systems that customize materials for individual students, which will help enhance their learning results. Such achievements in the use of AI can positively impact the quality of mathematics education. AI has the potential to improve the teaching and learning of mathematics. Foreign researchers note that while AI-based learning methodologies offer numerous advantages, it is important to consider the potential dangers and issues associated with their use in education. There is a potential risk that teachers may become overly reliant on data-driven information, which could lead to the undervaluation of their professional judgment and observational skills. There are also concerns about data privacy and security: the collection and analysis of student data raise issues of privacy and data security. Additionally, there is the possibility that teachers or administrators may misinterpret the data provided by AI-based learning tools, leading to incorrect decisions or interventions that may not align with the true interests of students. Summarizing the review of analyzed foreign publications, this article systematizes specific recommendations from foreign researchers for mathematics teachers.