{"id":5128,"date":"2026-03-20T09:08:26","date_gmt":"2026-03-20T09:08:26","guid":{"rendered":"https:\/\/ai.iedu.sk\/ako-ai-meni-vztah-studentov-k-matematike-a-znizuje-ich-uzkost\/"},"modified":"2026-03-20T09:21:38","modified_gmt":"2026-03-20T09:21:38","slug":"ai-changing-students-relationship-with-math-and-reducing-math-anxiety","status":"publish","type":"post","link":"https:\/\/ai.iedu.sk\/en\/ai-changing-students-relationship-with-math-and-reducing-math-anxiety\/","title":{"rendered":"How AI is changing students\u2019 relationship with mathematics and reducing math anxiety"},"content":{"rendered":"[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_direction_desktop=”default” column_element_spacing=”default” desktop_text_alignment=”default” tablet_text_alignment=”default” phone_text_alignment=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_backdrop_filter=”none” column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1\/6″ tablet_width_inherit=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][\/vc_column][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_direction_desktop=”default” column_element_spacing=”default” desktop_text_alignment=”default” tablet_text_alignment=”default” phone_text_alignment=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_backdrop_filter=”none” column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”2\/3″ tablet_width_inherit=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][image_with_animation image_url=”5126″ image_size=”full” max_width=”100%” max_width_mobile=”default” animation_type=”entrance” animation=”None” animation_movement_type=”transform_y” hover_animation=”none” alignment=”” border_radius=”none” box_shadow=”none” image_loading=”default” margin_bottom=”30″][vc_column_text css=”” text_direction=”default”]\n

The Faculty of Education at the Catholic University in Ru\u017eomberok is exploring how artificial intelligence can help students overcome stress related to mathematics. The research shows that AI tools lead to better understanding of the subject, strengthen self-confidence, and turn math anxiety into a manageable challenge.<\/strong><\/span><\/p>\n

The faculty is conducting research<\/a> focused on reducing math anxiety among future teachers. It examines how specific AI tools influence students\u2019 understanding of content, confidence in problem-solving, and their overall relationship with mathematics.<\/span><\/p>\n

The research team builds on a clear didactic principle: AI should not solve problems for students but guide them toward their own solutions. The tools therefore rely on questions, hints, and step-by-step scaffolding. This approach supports deeper understanding and develops independent thinking.<\/span><\/p>\n

The research takes place directly within arithmetic courses in the primary teacher education program. More than 150 students have participated, and the team has already produced initial scientific outputs.<\/span><\/p>\n

Development of a dedicated AI platform<\/strong><\/span><\/h3>\n

The research team has developed its own platform of AI tools tailored to the higher education environment.<\/span><\/p>\n

The first tool is the Didactic-Arithmetic Coach<\/a> (DAK), which acts as an intelligent learning guide for mathematics. It does not provide ready-made answers but leads students through questions and incremental steps. It fosters independent thinking and didactic reasoning.<\/span><\/p>\n

The second tool consists of AI-generated podcasts and study materials<\/a>. These allow students to review content flexibly and in ways that match their individual learning styles.<\/span><\/p>\n

The third tool, AI Tutor MAX, extends the use of artificial intelligence beyond mathematics. It is designed for management students and supports the study of economics and management subjects. It uses a dialogic approach in which students actively engage with concepts, models, and real-world situations.<\/span><\/p>\n

MAX builds on the principles of DAK while expanding them to include discussions of real economic problems and decision-making scenarios. The tool also includes features for educators, enabling them to analyze student interactions and work with anonymized data, opening new opportunities for improving both teaching and research.<\/span><\/p>\n

Less stress, more confidence<\/strong><\/span><\/h3>\n

Initial research results show that interactive AI support significantly reduces math anxiety and increases students\u2019 self-confidence. The strongest effect comes from active guidance through the AI coach, which applies step-by-step scaffolding.<\/span><\/p>\n

Researchers found that guided learning strengthens self-confidence, which improves task performance and subsequently reduces stress related to mathematics. This effect is particularly important in the preparation of future teachers.<\/span><\/p>\n

Students appreciate the adaptive pace, clarity of explanations, and support in problem-solving. At the same time, they learn to understand the limits of artificial intelligence, which strengthens their critical thinking.<\/span><\/p>\n

Slovakia as a creator, not just a user<\/strong><\/span><\/h3>\n

The Faculty of Education team demonstrates that domestic development brings significant advantages. It allows tools to be adapted to the Slovak educational context, supports the development of expertise, and actively involves students in innovation.<\/span><\/p>\n

The project also highlights the need for a systemic approach<\/a> and national-level coordination, including support for research, development, and the creation of tailored methodologies.<\/span><\/p>\n[\/vc_column_text][\/vc_column][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_direction_desktop=”default” column_element_spacing=”default” desktop_text_alignment=”default” tablet_text_alignment=”default” phone_text_alignment=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_backdrop_filter=”none” column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1\/6″ tablet_width_inherit=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][\/vc_column][\/vc_row][vc_row 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