The Use of Artificial Intelligence Applications in Mathematical Problem Solving and Their Impact on the Development of Cognitive Motivation Among Second-Year Intermediate School Students

This quasi-experimental study investigated the effect of artificial intelligence (AI) applications on mathematical problem-solving skills and cognitive motivation among second-year intermediate school students in Kirkuk, Iraq. At Altun Kupri Boys’ Secondary School, 58 students were divided into an experimental group (n = 29), taught using AI applications, and a control group (n = 29), taught using conventional methods. The intervention addressed equations over 15 instructional periods. Group equivalence was examined using age, prior mathematics achievement, and intelligence scores. Data were collected using a five-question mathematical problem-solving test (Cronbach’s alpha = 0.81) and a 30-item cognitive motivation scale (Cronbach’s alpha = 0.85). Independent-samples t-tests indicated statistically significant differences favoring the experimental group in mathematical problem solving (t = 2.478, p = 0.016) and cognitive motivation (t = 2.258, p = 0.028). These findings suggest that AI-assisted mathematics instruction may improve problem-solving performance and cognitive motivation in the study setting. The study recommends providing mathematics teachers with training in the appropriate educational use of AI applications.