What Do Students in the Republic of Serbia Think About the Use of Generative AI Tools in Mathematics Teaching and Learning?

Abstract

Generative Artificial Intelligence (GenAI) tools and their pedagogical applications in mathematics have become the focal point of extensive contemporary research. In the Republic of Serbia, students are increasingly using these technologies to support their learning processes, including problem-solving, exam preparation, and homework assistance. Consequently, this study aimed to investigate students’ perceptions regarding the use of GenAI tools in mathematics instruction and learning. To analyze student opinions, a survey was conducted via Google Forms involving 1,171 participants, who were presented with the open-ended question: What is your opinion on using generative artificial intelligence tools in mathematics education? Data were processed using a thematic analysis of student statements. A total of 1,022 students provided responses, with 666 offering substantive qualitative insights. The findings indicate that around 62% of respondents hold a positive attitude toward the use of GenAI tools, while approximately 20% expressed cautious or mixed views. Around 14% reported negative attitudes, and around 4% indicated a lack of experience or perceived need for such tools. Notably, students with the highest academic grade in mathematics in Serbia (Grade 5) expressed significantly fewer negative views than their peers. In addition, attitudes varied by age group, with high school students demonstrating more favorable views than elementary school students. These findings suggest that mathematics instruction should place greater emphasis on the evaluation of problem-solving processes and on fostering students’ critical perspective of GenAI tools.