Gen AI in Proof-based Math Courses: A Pilot Study
Quick summary
arXiv:2509.13570v2 Announce Type: replace Abstract: With the rapid rise of generative AI in higher education, understanding how students use AI is increasingly important. This exploratory study examines student use and perceptions of generative AI across three proof-based undergraduate mathematics courses: a first-semester abstract algebra course, a topology course, and a second-semester abstract algebra course. In each case, course policy permitted some use of generative AI. Drawing on survey responses and student interviews, we analyze how students engaged with AI tools as well as their perc
Key takeaways
- arXiv:2509.13570v2 Announce Type: replace Abstract: With the rapid rise of generative AI in higher education, understanding how students use AI is increasingly important.
- This exploratory study examines student use and perceptions of generative AI across three proof-based undergraduate mathematics courses: a first-semester abstract algebra course, a topology course, and a second-semester abstract algebra course.
- In each case, course policy permitted some use of generative AI.
Why it matters
“Gen AI in Proof-based Math Courses: A Pilot Study” highlights the need for repeatable measurement rather than a single impressive demonstration. Independent validation across datasets and clearly stated limitations determine whether a result can guide product decisions.
Member comments