Original scientific paper
https://doi.org/10.15516/cje.v28i3.42192
Integrating Artificial Intelligence into College Mathematics Curricula in China
Tingting Feng
; Qiongtai Normal University, College of Science
*
* Corresponding author.
Abstract
Abstract
This study analyzes the use of Google's Socratic application as a support tool for teaching mathematics at higher educational institutions in China. The study involved 400 students from four universities in Eastern China, divided into two groups: an experimental group and a control group, each comprising 200 students with comparable demographic characteristics. Over a 16-week period, students in the experimental group used Socratic for self-study and homework completion, while the control group continued using traditional learning methods. Student performance was evaluated using standardized examinations. Data on student engagement with the application were also collected, including usage frequency and feature utilization patterns. Additionally, metacognitive skills were assessed using a specialized questionnaire. The results showed that students in the experimental group significantly improved their mathematics performance compared to the control group, where no changes were observed. Statistical analysis confirmed that using the application to support the learning process positively influenced students’ academic outcomes. Analysis of application usage revealed that students actively utilized various features, including step-by-step hints, explanatory support, and solution verification tools. Overall, the study’s findings highlight the potential of Socratic as a tool for university-level mathematics instruction in contexts where opportunities for personalized feedback are limited.
Keywords: educational technology; mathematical knowledge; metacognitive regulation; personalized learning; problem-solving strategies
Keywords
educational technology; mathematical knowledge; metacognitive regulation; personalized learning; problem-solving strategies
Hrčak ID:
351230
URI
Publication date:
21.9.2026.
Visits: 0 *