Lạm dụng trí tuệ nhân tạo và vấn đề liêm chính học thuật trong học tập môn Toán ở trường trung học phổ thông: So sánh theo chủ đề góc nhìn học sinh và giáo viên

Tóm tắt

In the context of the increasing integration of generative artificial intelligence (AI) into education, the use of AI in mathematics learning presents both opportunities for enhancing learning and challenges related to AI dependency and academic integrity. This study investigates the use, misuse, dependency, and academic integrity issues associated with AI in mathematics learning from the perspectives of 1,388 high school students and 100 mathematics teachers. The findings indicate that 97.6% of students have used AI for learning mathematics, with 89.3% reporting occasional or frequent use. Although 78.7% of students stated that they carefully reviewed AI-generated solutions to understand the problem-solving process, 78.5% perceived the use of AI for cheating or academic dishonesty as fairly common or very common. From the teachers' perspective, 75.0% had occasionally or frequently detected students using AI for dishonest purposes, while 80.0% observed signs of AI dependency among students. Correlation analysis revealed a statistically significant but practically negligible relationship between the frequency of AI use and the risk of AI dependency (rho = 0.055). The findings provide descriptive evidence regarding perceptions and practices of AI use in mathematics learning and suggest the need for transparent AI-use policies, AI literacy education, and the reform of mathematics assessment practices toward emphasizing reasoning, explanation, and solution verification.