Exploring the Effectiveness of Artificial Intelligence Apps on Solving

Mathematical Problems

Submitted to:

Ms. Claudine Capin

___________________________________

Members:

Trimocha, Roncil kim F.

Bosmeon, Dominic

Ferraren, Praycius

Llorag, Shantelle

De Castro, Mark

Aparicio, Chariz

Simbajon, Say

Pelotea, Brylle

Diwa, Vincent

Grade & Section: 11-Mandelbrot

April23, 2024

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies both foreign and local
sources. This also includes of the synthesis of the art, gap bridged study and the
theoretical framework terms are defined conceptually and
operationally.The studies and literature covered in this chapter are grouped mathematicall
y and cover a wide range of ideas, findings, and areas for additional research and growth.
Learning with AI Apps
The University of Science and Technology of Southern Philippines, Cagayan de
Oro City, Philippines. This literature review aims to explore the integration of Artificial
Intelligence (AI) in mathematics education for Generation Alpha students. It examines
approaches, challenges, considerations, and assesses the readiness of Philippine tertiary
mathematics classrooms for AI integration within the context of Generation Alpha
students (Melchor et. al., 2023).
In addition, A systematic literature review (SLR) was conducted using established
and robust guidelines. We follow the preferred reporting items for systematic reviews and
meta-analyses (PRISMA). We searched ScienceDirect, Scopus, Springer Link, ProQuest,
and EBSCO Host for 20 AI studies published between 2017 and 2021. The findings of
the SLR indicate that AI approach used in mathematics education for the samples studied
were through robotics, systems, tools, teachable agent, autonomous agent, and a
comprehensive approach. A research was also conducted in the Department of
Mathematics, Faculty of Science and Mathematics, University Pendidikan Sultan Idris,
Perak, MALAYSIA. Our finding indicated that robotics was the most popular approach
of AI in mathematics education among other approaches which were systems, tools,
teachable agent, autonomous agent and a comprehensive approach (Mohamed et.
Al.,2022).
A study from the Department of Molecular Biotechnology and Health Sciences,
University of Turin Via Nizza 52, 10126 Torino, Italy. This study propose mathematical
problem solving activities to be carried out with the aid of ChatGPT, showing how
problem solving and critical thinking continue to be pivotal in solving mathematical
problems, even if this is performed with the aid of AI. Where they asked 40 university
students to solve the six problems in group with the aid of ChatGPT during an
international module on Problem Solving and Critical Thinking and collected the tutors’
observations about the activities (Barana et al.,2023)
Moreover, The United Nations Educational, Scientific, and Cultural Organization
(UNESCO), the interest in learning among students in Indonesia is still relatively low,
ranking 64th out of 120 countries. In 2007, the Global Institute reported that only 5% of
students could solve high-level problem-solving tasks. This study aims to assess student
responses, learning interests, and mathematical problem-solving skills following the
implementation of Linktree. Linktree is an e-learning platform that offers ease in
managing information despite being HTML-based (Riyati & Winarso, 2024).
A study from The University of Papua New Guinea, In the rapidly changing
educational landscape, the integration of AI-powered adaptive learning systems has
become a disruptive force. The goal of this study was to investigate these platforms'
usefulness experimentally in the context of mathematics education. The results contribute
to the ongoing discussion regarding how technology defines contemporary educational
practices. The study's findings demonstrate that learning outcomes and engagement
metrics are significantly impacted by AI-powered adaptive learning systems.
Individualised learning experiences are attractive and effective, as evidenced by the
experimental group's longer platform usage and higher frequency of interactions. The
group's post-assessment scores showed a significant improvement, suggesting that the
platforms are effective in raising students' mathematical competency. These results
confirm and amplify those of previous research (Davies, A., Veličković, P., Buesing, L. et
al. 2021).
Another research was conducted in the Saint Mary's University where the
findings of the research study led the researchers to the following recommendations: (1)
Students should use AI-powered Calculators while still maintaining basic problem-
solving skills in Mathematics. (2) Future researchers should conduct further studies on
the effectiveness of the developed research-based learning strategies using an AI
calculator on students who are guaranteed to use them to receive more accurate results.
They are also recommended to survey two groups of respondents; one group are those
who use Artificial Intelligence powered calculators, and the other are those who don’t use
them, in order to compare the results and observe if there is any difference in their
academic performance in Mathematics (Afidchao et. al., 2023).
The integration of Artificial Intelligence (AI) in mathematics education
holds immense potential to revolutionize the learning experience for Generation Alpha
students despite challenges related to infrastructure, quality assurance, social interaction,
and data privacy. AI offers personalized instruction, fosters critical thinking skills, and
prepares students for the challenges of the digital age. Approaches such as robotics,
gamification, AI-assisted teaching, and virtual reality provide innovative and engaging
methods to enhance mathematics education. Meanwhile, the readiness of Philippine
tertiary mathematics classrooms for AI integration shows progress, with initiatives
promoting AI in education, the adoption of smart campus technologies, and collaboration
between government and universities. However, improvements in digital literacy,
infrastructure, and budget allocation are needed. By effectively addressing these
challenges, the Philippines can unlock the benefits of AI integration, empowering
Generation Alpha students for a future driven by AI (Melchor et al.,2023).
The findings of this study add to the expanding body of information on the
efficacy of AI-powered adaptive learning systems in mathematics education. The
beneficial impact on engagement and learning outcomes demonstrates how these
platforms have the potential to change traditional education. As technology continues to
transform educational environments, educators, politicians, and researchers must work
together to maximize AI's potential while mitigating its drawbacks. By wisely and
responsibly adopting AI-powered platforms, we may pave the path for a more
customized, effective, and inclusive era of education (Dabingaya (2022).
Another study from the Department of Didactics and School Organization,
University of Granada, University of Seville, Department of Pedagogy, University of
Jaén, Spain. The systematic review carried out aimed at analyzing the impact of different
AI components and computational sciences on student performance. The search resulted
in 25 quasi-experimental studies with experimental and control groups, and/or hybrids,
incorporating, in addition, qualitative strategies, which examined the positive effects of
applying AI and computational sciences with respect to traditional methods. This study
follows the guidelines of the PRISMA Statement (Page et al., 2021).
A search that was conducted on Web of Science (WOS) and Scopus databases,
due to their prestige and scope in education research. Among the findings obtained in
these studies, there are common results and objectives: many of them sought to
understand complex concepts in subjects classified as “difficult” and to strengthen and
improve the students’ attitude towards the subject and, in some cases, to establish
collaborative strategies among students (Martinez et. Al).

Students access in using AI Apps

A study from Departamento de Matemática Aplicada, Universitat Politècnica de
València, 46022 Valencia, Spainresults discovers that students have a high level of
confidence in the accuracy of ChatGPT’s answers, with a high percentage of correct
responses when compared to the numerical solutions provided in the activities.
Furthermore, ChatGPT not only provides solutions to the mathematical problems posed
but also offers a step-by-step guide to the process required for their solution, which
enhances the student’s understanding of the problem-solving process. Nevertheless, it is
important to note that the use of ChatGPT may have implications for the development of
critical thinking and problem-solving skills in students (Ruiz et al., 2023).
 Pelita Harapan University, Tangerang, Indonesia, this study finds the dominant
theme for students’ expectation, which is AI can provide systematic explanation,
feedback, guidance, or another way of math formula that can be used as an alternative in
solving questions. In addition, some mathematics topics that might be infused by AI
technology are proposed by students. Referring on the findings, it is expected that
educators in Indonesia are tangibly pushed to utilize the model of ITS in mathematics and
attempt to fulfill the students’ suggestions related to mathematics topics which can
potentially be developed with AI. The list of mathematics topics compiled from
participants’ responses can serve as reference for other researchers in Indonesia and
outside of Indonesia to introduce AI with the ITS model. Other findings on the
implementation of AI are also expected to broaden perceptions and insights. In the end,
the technologically infused mathematics learning in Indonesia should be intentionally
introduced and used widely (Booc et. al.,2023).
The authors examined a tablet computer application (iPad app) for its
effectiveness in helping students studying prealgebra to solve mathematical word
problems. Students answered more mathematics problems correctly when using the iPad
app and, overall, teachers reported that their students were more motivated with the app
than with their traditional literacy medium. The study results suggest the promise of
using assistive technology to provide instruction and reinforcement to students learning
pre-algebra mathematics skills. Future work that provides additional content to users
would be valuable (Beal & Penny, 2018).
Investigate student responses toward the use of android-based media assisted by
Smart Apps Creator for mathematics learning. The study used an experimental method
One-Shot Case research design. As their participants are the second semester students in
the Department of Management. Research samples were 2B MAN students chosen by
random cluster sampling. The researchers found the result of their research and
concluded: (1) the average of student responses to the use of Android-based learning
media assisted by Smart Apps Creator was 88.08% which is categorized powerful ad
category; (2) the average of students' self-regulated learning was 75.87% described as a
strong category; (3) The results of hypothesis test showed there was an effect of using
Android-based Mathematics learning media assisted by Smart Apps Creator on student
self-regulated learning. (Isnaini et. al., 2022).
Improvement of the users using AI apps
(Yasona & Gonzales, 2022) done in Lumban National High School, Lumban,
Laguna. This study determines the level of the attributes of Digi-tech apps, student’s
mathematical skills, the significant difference on the level of students’ mathematical
skills before and after the utilization of Digi-tech apps, and the significant effect on the
mathematical skills of the students. With the respondents Grade 8 students of Lumban
National High School, Lumban, Laguna, School Year 2021-2022.
Moreover, a randomized controlled trial investigating the effect of using virtual
manipulatives to improve preschool students’ early mathematics skills. One hundred
thirty-two preschool children were randomly assigned to nine sessions of adaptive
computerized counting or comparison with virtual manipulatives, or to a typical
instruction control group (Desoete et.al., 2016).
Futhermore, Twenty-nine relevant primary studies published in national and
international journals and proceedings during 2011 – 2020 were analyzed using the
systematic review and meta-analysis. The analysis tool used the Comprehensive Meta-
Analysis (CMA) software by selecting the formula of Hedge to determine its effect size.
The result showed that the overall PBL implementation had a medium positive effect (g =
0,743; p less than 0,05), significantly enhancing the MPSS of Indonesian JHS students
based on the random effect model (Suparman et.al., 2021).
According to Barana et. al.,2023 from Department of Molecular Biotechnology
and Health Sciences, University of Turin Via Nizza 52, 10126 Torino, Italy. This study
propose mathematical problem solving activities to be carried out with the aid of
ChatGPT, showing how problem solving and critical thinking continue to be pivotal in
solving mathematical problems, even if this is performed with the aid of AI. Where they
asked 40 university students to solve the six problems in group with the aid of ChatGPT
during an international module on Problem Solving and Critical Thinking and collected
the tutors’ observations about the activities.
To add up, using assessment techniques that provide students with an intellectual
challenge rather than memory recall. Several barriers can impede critical thinking
instruction. Lack of training, limited resources, biased preconceptions and time
constraints conspire to negate learning environments that promote critical thinking.
However, actively engaging students in project-based or collaborative activities can
encourage students’ critical thinking development if instructors model the thinking
process, use effective questioning techniques and guide students’ critical thinking
processes. The examples provided challenge instructors to think of students as users of
information rather than receivers of information (Peter, 2012).
Moreover, the present study focuses on a group of first year university students
who take up a Mathematics subject. They are exposed to the rigors of open ended or ill
structured problem solving through online discussion forums, as a mechanism to initiate
and encourage higher order mathematical thinking and a culture of inquiry. Their thought
processes are analyzed through a critical thinking model; their responses to the said
approach are sought through a survey. The problem being pursued by the authors here is
to measure critical thinking during problem solving in Mathematics among the first year
university students. The online discussion forums were used as a medium to expose
students to the facets of open ended/ill structured problem solving (Jacob & Sam, 2008).
Rane, Nitin (2023) thiis study concludes that AI-powered tools like ChatGPT offer
a high-quality educational support to students and educators, however, proper use and
limitations should be observed in using these tools. Student needs to learn to not totally
rely on AI apps, critical thinking and self efforts should be put into practice by students.
This research was conducted in Vivekanand Education Society's College of Architeture
(VESCOA), Mumbai, India.
Futhermore, an advanced language processing artificial intelligence (AI)
developed by OpenAI. The results of the chat transcripts edited with ChatGPT suggest
that the future of mathematics teaching will see the integration of technology and AI to
provide personalized learning experiences, blended learning environments, and
computational thinking, data literacy, and statistics. Problem-solving, critical thinking,
and interdisciplinary connections will continue to be emphasized, and equity and
inclusion will remain crucial. AI is expected to revolutionize mathematics education, but
thoughtful implementation, ongoing professional development, and pedagogical
considerations are essential (Supriyadi & Kuncoro, 2023).
A study from Canadian Center of Science and Education. 1595 Sixteenth Ave
Suite 301, Richmond Hill, Ontario, Canada. With a participants of 18 grade 9 students in
a Thai secondary school. This study discovered that students' posttest achievement,
satisfaction with lesson plans, and math problem-solving skills were all significantly
enhanced by applying applied cooperative learning and Polya's problem-solving approach
(Yapatang et. al., 2022).
The integration of Artificial Intelligence (AI) in mathematics education has the
potential to revolutionize learning for Generation Alpha students, offering personalized
instruction and fostering critical thinking skills. Approaches such as robotics,
gamification, and AI-assisted teaching provide innovative and engaging methods to
enhance mathematics education. However, challenges related to infrastructure, quality
assurance, social interaction, and data privacy need to be addressed for successful AI
integration. The readiness of Philippine tertiary mathematics classrooms for AI
integration shows progress, but improvements in digital literacy, infrastructure, and
budget allocation are still needed. The findings also highlight the positive impact of AI-
powered adaptive learning systems on engagement and learning outcomes in mathematics
education, emphasizing the need for responsible adoption of AI in education.
Additionally, studies have shown the positive effects of applying AI and computational
sciences in improving student performance and attitudes towards difficult subjects.
The use of ChatGPT in mathematics education enhances students' understanding
and provides accurate solutions with step-by-step guidance, but may impact critical
thinking skills. In Indonesia, students expect AI to provide systematic explanations and
guidance in math, and educators are encouraged to incorporate AI in mathematics
education. The use of an iPad app improves students' problem-solving abilities and
motivation in pre-algebra, suggesting the potential of assistive technology in math
instruction. Android-based learning media assisted by Smart Apps Creator positively
affects student self-regulated learning in mathematics.
Overall, in this study, we have widely focused on the role of AI in mathematics
development and the education of intelligent tutoring systems for Internet educational
experiences. Using AI apps for solving mathematical problems can be highly beneficial.
They can provide quick and accurate solutions, assist in understanding complex concepts,
and offer personalized learning experiences. However, it's important to use them as tools
to complement learning rather than relying solely on them, as understanding the
underlying principles is crucial for mastery.AI apps can greatly enhance various aspects
of our lives, from simplifying daily tasks to providing personalized recommendations and
assistance. Overall, the potential of AI technology for enhancing solving in mathematical
problem in education is fertile ground to be further explored together with studies aimed
at investigating the integration of technology and educational system
References:
Afidchao et. al. (2023). Perceived Effectiveness of Artificial Intelligence-Powered
Calculators on the Academic Performance of Senior High School STEM
Students in Mathematics
https://scimatic.org/storage/journals/11/pdfs/1561.pdf
Barana et. al. (2023). Fostering Problem Solving and Critical Thinking in
Mathematics through Generative Artificial Intelligence
https://files.eric.ed.gov/fulltext/ED636445.pdf
Booc et. al. (2023). Artificial Intelligence-Powered Calculator Application
https://www.irejournals.com/formatedpaper/17042661.pdf
Beal C. & Penny R. Evaluation of the Effectiveness of a Tablet Computer
Application (App) in Helping Students with Visual Impairments Solve
Mathematics Problems https://files.eric.ed.gov/fulltext/EJ1172160.pdf
Dabingaya (2022). Analyzing the Effectiveness of AI powered Adaptive Learning
Platforms in Mathematics Education
https://www.researchgate.net/publication/373707707_Analyzing_the_Effe
ctiveness_of_AI-
Powered_Adaptive_Learning_Platforms_in_Mathematics_Education
Davies, A., Veličković, P., Buesing, L. et al. (2021). Advancing Mathematics by
Guiding Human Intuition with AI https://www.nature.com/articles/s41586-
021-04086-x
Isnaini M. Nasrullah A. Mubarika, MP. Meilisa, R.; Fajari, LAE. Android-Based
Mathematics Learning Media Assisted by Smart Apps Creator on Self-
Regulated Learning https://eric.ed.gov/?q=Using%20AI%20apps%20in
%20mathematics
%20problem&pr=on&ft=on&id=ED625937&fbclid=IwAR0YllQFtHiNm
XRkDzj6q-
MvtDXDrs_pvfLcp3BchJVtnLH0MGcOzrSjkRo_aem_AUDoTvSNvU9fi
ZQ2ZLrSdbkZd2CRxPwVyPt9dxQupyr4bVi6WsQoPV8yP77Inm74OvqL
i3BmNGrsGonK8fISswmZ
Melchor et al.,2023. Exploring the Potential of AI Integration in Mathematics
Education for Generation Alpha — Approaches, Challenges, and
Readiness of Philippine Tertiary Classrooms: A Literature Review
https://www.researchgate.net/publication/372769988_Exploring_the_Pote
ntial_of_AI_Integration_in_Mathematics_Education_for_Generation_Alp
ha_Approaches_Challenges_and_Readiness_of_Philippine_Tertiary_Class
rooms_A_Literature_Review
Mohamed et al. (2022). Artificial Intelligence in Mathematics education: A
systematic literature review
https://files.eric.ed.gov/fulltext/EJ1357707.pdf
Martinez et. al. (2023). Analysing the Impact of Artificial Intelligence and
Computational Sciences on Student Performance: Systematic Review and
Meta-analysis
https://www.researchgate.net/publication/367162413_Analysing_the_Imp
act_of_Artificial_Intelligence_and_Computational_Sciences_on_Student_
Performance_Systematic_Review_and_Meta-analysis
Ruiz et al. (2023). ChatGPT Challenges Blended Learning Methodologies in
Engineering Education: A Case Study in Mathematics
https://www.researchgate.net/publication/367162413_Analysing_the_Imp
act_of_Artificial_Intelligence_and_Computational_Sciences_on_Student_
Performance_Systematic_Review_and_Meta-analysis
Rane, Nitin (2023). Enhancing Mathematical capabilities through Chat GPT and
Similar Generative Artificial Intelligence: Roles and Challenges in Sowing
Mathematical Problems https://papers.ssrn.com/sol3/papers.cfm?
abstract_id=4603237
Soesanto et. al. (2022). Indonesian Students' Perceptions towards AI-Based
Learning in Mathematics https://files.eric.ed.gov/fulltext/EJ1379744.pdf
Yapatang et. al. (2022). Development of the Mathematical Problem-Solving
Ability Using Applied Cooperative Learning and Polya's Problem-Solving
Process for Grade 9 Students
https://files.eric.ed.gov/fulltext/EJ1345988.pdf
Yasona & Gonzales (2022). Enhancing Mathematical Skill of the Students
through Digi-Tech Apps
https://www.researchgate.net/publication/361894863_ENHANCING_MA
THEMATICAL_SKILLS_OF_THE_STUDENTS_THROUGH_DIGI-
TECH_APPS