EXPLORING THE USE OF AI IN ENGAGING MATHEMATICS TEACHING AND LEARNING

While AI-supported tools have rapidly become a fixture in mathematics classrooms, their impact on student engagement remains a subject of debate. This study examines how secondary students (N=167) and teachers perceive and use these tools in practice. Quantitative results show that nearly all students use AI in some form—with ChatGPT being the most common— and usage remains consistent across genders. Feedback from 125 students reveals a clear conflict: while they value the instant guidance and practice AI provides, they remain concerned about over-reliance and inaccurate answers. Interpreted through Cognitive Load Theory, these findings highlight a tension between the convenience of AI and the pedagogical need for 'productive struggle,' where deep understanding arises from effortful engagement.