Pieta Sikström

Mika Setälä, Ville Heilala, Pieta Sikström et al.

This study investigated the students' perceptions of using Generative Artificial Intelligence (GenAI) in upper-secondary mathematics education. Data was collected from Finnish high school students to represent how key constructs of the Technology Acceptance Model (Perceived Usefulness, Perceived Ease of Use, Perceived Enjoyment, and Intention to Use) influence the adoption of AI tools. First, a structural equation model for a comparative study with a prior study was constructed and analyzed. Then, an extended model with the additional construct of Compatibility, which represents the alignment of AI tools with students' educational experiences and needs, was proposed and analyzed. The results demonstrated a strong influence of perceived usefulness on the intention to use GenAI, emphasizing the statistically significant role of perceived enjoyment in determining perceived usefulness and ease of use. The inclusion of compatibility improved the model's explanatory power, particularly in predicting perceived usefulness. This study contributes to a deeper understanding of how AI tools can be integrated into mathematics education and highlights key differences between the Finnish educational context and previous studies based on structural equation modeling.

Mika Setälä, Pieta Sikström, Ville Heilala et al.

Large language models (LLMs) have shown increasing promise in educational settings, yet their mathematical reasoning has been considered evolving. This study evaluates the mathematical capabilities of various LLMs using the Finnish matriculation examination, a high-stakes digital test for upper secondary education. Initial tests yielded moderate performance corresponding to mid-range grades, but later evaluations demonstrated substantial improvements as the language models evolved. Remarkably, some models achieved near-perfect or perfect scores, matching top student performance and qualifying for university admission. Our findings highlight the rapid advances in the mathematical proficiency of LLMs and illustrate their potential as underlying tools to support learning and teaching in a variety of ways.