Examining the Middle School Students’ Use of AI Tools in Mathematics Problem-solving: A Case of Students from Shandong Experimental High School (Quehua Campus)
Anning Chu
School of Mathematics and Statistics, Shandong Normal University, Jinan, Shandong, China.
Zezhong Yang *
School of Mathematics and Statistics, Shandong Normal University, Jinan, Shandong, China.
*Author to whom correspondence should be addressed.
Abstract
To explore the current status of middle school students' application of AI in mathematics learning and its existing problems, this study conducted semi-structured interviews with 91 junior and senior high school students from a single school. Findings show that 90.11% of participants have used AI, with 52.44% applying it to math problem-solving. The most preferred tools were DeepSeek and Doubao. Notably, 79.07% of students identified shortcomings in AI, with 41.86% citing answer inaccuracy as the primary issue.Based on these results, we recommend that teachers guide students to treat AI as an auxiliary tool and develop their ability to ask precise questions. Students should critically assess AI outputs by identifying errors, verifying uncertainties through textbooks or teachers, prioritizing independent thinking, cross-checking results with professional tools, and using AI primarily for inspiration and method exploration. Teachers should also leverage their unique advantages to address personalized learning needs. This study offers insights to support the rational integration of AI in mathematics education.
Keywords: Artificial intelligence, middle-school students, secondary mathematics, mathematics problem-solving