Students’ Perceptions of AI Use in Mathematics Learning: Opportunities for Supporting Problem-Solving Skills

Szilvia Homolya; László Árvai

doi:10.2991/978-94-6239-823-8_9

<Previous Article In Volume

Next Article In Volume>

Students’ Perceptions of AI Use in Mathematics Learning: Opportunities for Supporting Problem-Solving Skills

Authors

Szilvia Homolya¹^{, *}, László Árvai²

¹University of Miskolc, Institute of Mathematics, Miskolc, Hungary

²University of Miskolc, Institute of Informatics, Miskolc, Hungary

^*Corresponding author. Email: szilvia.homolya@uni-miskolc.hu

Corresponding Author

Szilvia Homolya

Available Online 4 November 2026.

DOI: 10.2991/978-94-6239-823-8_9 How to use a DOI?
Keywords: AI; Engineering education; Problem-solving skills
Abstract: The rapid expansion of artificial intelligence is evident in both everyday life and scientific and technological domains. In higher education, students increasingly rely on AI-based tools in a wide range of learning activities, including the study of mathematics, which plays a fundamental role in engineering education. This trend raises important questions regarding how artificial intelligence is used during the learning process and how its application may influence students’ approaches to problem-solving. The paper builds on the results of a survey involving approximately 250 first-year engineering students at the University of Miskolc. The survey aims to provide an overview of students’ general patterns of artificial intelligence use, as well as their AI-related practices in the context of mathematics courses. Rather than seeking to identify causal relationships, the survey serves as a starting point for an overview-oriented analysis. Based on the identified usage patterns, the paper examines methodologically grounded and intentional ways in which artificial intelligence can be integrated into problem-solving processes.
Copyright: © 2026 The Author(s)
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume

Next Article In Volume>

Volume Title: Proceedings of the Innovation in Engineering Education 2026 Conference (IEE 2026)
Series: Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date: 4 November 2026
ISBN: 978-94-6239-823-8
ISSN: 2667-128X
DOI: 10.2991/978-94-6239-823-8_9 How to use a DOI?
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

ris enw bib

TY  - CONF
AU  - Szilvia Homolya
AU  - László Árvai
PY  - 2026
DA  - 2026/11/04
TI  - Students’ Perceptions of AI Use in Mathematics Learning: Opportunities for Supporting Problem-Solving Skills
BT  - Proceedings of the Innovation in Engineering Education 2026 Conference (IEE 2026)
PB  - Atlantis Press
SP  - 98
EP  - 108
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-823-8_9
DO  - 10.2991/978-94-6239-823-8_9
ID  - Homolya2026
ER  -

download .riscopy to clipboard