AI use by mathematics students – a secondary and a tertiary educator's perspective

Abstract

As the use of Artificial Intelligence tools (AI) is becoming increasingly ubiquitous, it is changing the dynamics of learning of mathematics at the secondary and tertiary levels. Accordingly, there has been an impact upon a range of educational domains – learning approaches, assessment practices, mathematical competencies and academic integrity. Students at both levels run the risk of over-reliance on AI tools, automation bias, challenges with social interaction, uncertainty in what constitutes academic misconduct and misplaced confidence in their mathematical abilities. By drawing on our classroom observations and teaching experiences, we recognise that since AI offers enormous educational benefits and is seemingly ubiquitous, it should be carefully integrated into the curriculum. Recommendations are made for AI literacy and prompt engineering as a part of the curriculum, for both educators and students. These will help all education stakeholders navigate the shifting pedagogical landscape.