ROLE OF ARTIFICIAL INTELLIGENCE IN MATHEMATICS UNDERSTANDING: OPPORTUNITIES, CHALLENGES, AND FUTURE RESEARCH DIRECTIONS

Abstract

AI is quickly being used as an effective platform in the field of mathematics education, as it can not only generate explanations but also generate approaches to solve a problem, and engage in a discussion about math practices and techniques at length. This development presents new opportunities for enhancing practice knowledge, especially in an area where intuitive concepts and procedural habits of students are usually stable, consistent, and hard to change. Simultaneously, AI systems usually generate confident and erroneous logic, which casts doubt on the epistemic trust and overreliance, and reinforces the false beliefs. The paper concentrates on artificial intelligence as an epistemic intermediary in mathematics learning, which highlights its application in inquiry-based learning and teacher agency. Resting on the growing empirical data and theoretical methods, the paper suggests that AI can be used to develop technical solutions, as it encourages the comparison of different solution options, critical thinking, and reasoning in the context of mathematical reasoning. However, education may be hampered as AI is viewed as a professional provider of solutions, rather than exploration and thought. The article also shows the dynamic nature of the professional judgment of teachers in the AI-enhanced mathematics courses and the ethical and pedagogical boundaries of mathematics. The article ends with an overview of the main directions of further research and the importance of the educational value of artificial intelligence due to the responsible governance and careful design of pedagogical activities. The application of AI in mathematics education should be as an addition and not a replacement of human reasoning to enable learners to gain profound, enduring, and transferable mathematical knowledge