The Impact of Guided Use of Generative Artificial Intelligence on the Development of Problem-Solving and Mathematical Reasoning Skills in Elementary School

Document Type : Original Article

Authors

1 Department of Mathematics and Computer Science, Qaenat Branch, Islamic Azad University, Qaenat, Iran

2 Department of Educational Sciences, Qaenat Branch, Islamic Azad University, Qaenat, Iran.

10.48310/rme.2026.21679.1135

Abstract

Problem-solving and mathematical reasoning skills are among the primary objectives of elementary education, playing a crucial role in developing logical thinking and understanding more complex concepts. With the emergence of modern technologies, particularly generative artificial intelligence (AI), new opportunities have arisen to enhance students’ cognitive skills. However, unguided use of these tools may lead to superficial learning and increased reliance on pre-prepared answers. This study aimed to examine the effect of guided use of generative AI on the development of problem-solving and mathematical reasoning skills among elementary school students.

A quasi-experimental design with pre-test and post-test control groups was employed. The participants included sixth-grade students from public schools in [City Name], with two classes selected through purposive sampling. The experimental group received guided instruction integrating generative AI, while the control group received conventional teaching. Data were collected using standardized tests of problem-solving and mathematical reasoning and analyzed using independent-samples t-tests and analysis of covariance (ANCOVA).

The results indicated that students in the experimental group showed significant improvements in both skills compared to the control group. Cohen’s effect size demonstrated that the educational intervention had a large impact on enhancing these skills. The findings highlight that teacher-guided instruction, interactive activity design, and continuous feedback play a key role in the effectiveness of AI-assisted teaching.

This study demonstrates that guided use of generative AI in elementary education can serve as an effective tool for enhancing problem-solving and mathematical reasoning skills, provided that it is applied purposefully and under teacher guidance.

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