LEVERAGING ARTIFICIAL INTELLIGENCE FOR ENHANCED MATHEMATICS INSTRUCTION AMONG COLLEGE STUDENTS

Abstract

This research aims to assess how changing dynamics caused by Artificial Intelligence (AI) can create a better teaching and learning experience in mathematics among Polytechnic students in Punjab from the viewpoint of mathematics lecturers. A questionnaire was administered to a randomly selected representative sample of 250 lecturers within the population framework, which was quantitatively described using SPSS to derive deeper understanding. The results reveal that the barriers that limit student engagement with mathematics include the lack of equity in content access and provision of narrow instructional strategies coupled with an absence of the cognitive tools possessed by students. Tools such as ITS, gamified learning platforms and adaptive technologies emerged from the results as having the potential to enhance equity engagement and address content provision gaps. Such tools also reduce mathematical anxiety and promote instant feedback which allows for quick conceptual changes in students. Moreover, high implementation costs, privacy issues, and limited teacher training are discomforting challenges that slow down mass adoption. This study confirms the importance of affordable culturally relevant AI options and effective professional training for teachers. It follows that the barriers need to be resolved if stakeholders wish to get the best from AI in the construction of engaging and effective mathematics education that promotes equality. It is recommended that more attention be given to the role and relevance of AI in different settings and time frames in future work on the same topic.

Keywords: Leveraging, Artificial Intelligence, Mathematics Instruction, College Students