Coding the Equation: Unraveling the Dynamics between AI-Driven Mathematics Instruction and Student Anxiety in High Schools

Abstract

The study aimed to investigate the relationship between the level of female mathematics teachers' use of artificial intelligence applications and their students' mathematics anxiety. A descriptive approach was employed, where a questionnaire was distributed to 76 mathematics teachers in secondary education in Kuwait, and a mathematics anxiety scale was administered to 361 female students at the secondary level. The results indicated that the level of mathematics teachers' use of artificial intelligence applications was moderate (Mean = 1.994). Similarly, students' mathematics anxiety was also at a moderate level (Mean = 2.836). The study's findings suggested no significant relationship between teachers' use of artificial intelligence applications and their students' mathematics anxiety. The study recommends providing mathematics teachers with a guide for using artificial intelligence applications and intensifying training courses in the field of artificial intelligence in mathematics education, enabling teachers to better incorporate these applications into their lessons.