Digital Tools in Learning Mathematics: First-Year Students’ Preferences and Experience
Ella Puman, Aljona Kritševskaja, Natalia Saealle
Source abstract
This study analyses the use of digital tools by University of Tartu students taking math courses during their first semester in 2024. The research aims to identify students’ preferred types of digital applications, their usage strategies, and the perceived impact of these tools on independent problem solving and learning. The data were collected through a questionnaire, which 367 students completed. Quantitative methods (descriptive statistics, significance tests) were used alongside qualitative analysis of students’ comments. The results reveal the most frequently used tools and how preferences vary by specialization and academic performance. We also examine the most common problems students face when using AI (unreliable, incorrect, and inappropriate solutions) as well as impacts (checking the answers, better understanding the solution process and the topic, encourages laziness and over-reliance on artificial intelligence). Our findings contribute to the understanding of how digital resources affect the learning of mathematics at the university level.
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