Abstract Students consider artificial intelligence (AI) to be a valuable tool for developing their skills in an educational context, particularly in the teaching of mathematics. The main objective of this research is to determine whether the use of AI is valid and reliable in the context of mathematics teaching. This study involved a sample of 853 university students from Melilla, Ceuta and Granada, using an ad hoc quantitative research design, and employing a questionnaire validated by a group of experts to carry out exploratory and confirmatory factor analysis. The results show that the items grouped under FACT 1, FACT 2 and FACT 3 are strongly correlated with the latent variable of AI as a tool for improving the teaching of mathematics. AI enables students to solve problems, geometric tasks and more complex mathematical activities. The scientific literature identifies AI as a tool that helps students develop these types of exercises and improve their learning strategies, provided they know how to use it. Consequently, the questionnaire is suitable due to its validity and reliability and is considered an ideal tool for measuring the use and perception of AI among students in mathematics education; furthermore, it can serve as a resource for the scientific community. In order to identify significant differences in terms of gender, age and socioeconomic status, a multivariate analysis of variance was carried out, which enabled the effect of these variables to be assessed. The results indicated that women with a low socioeconomic status aged between 25 and 30 are more aware of errors and have a more critical stance towards the use of AI in mathematics learning. On the other hand, women in the same age group but with a high socioeconomic status use AI as a personal tool for mathematical analysis. The perception and use of AI in mathematics teaching vary according to gender and socioeconomic status, highlighting its potential as an educational tool.
Olmos-Gómez et al. (Wed,) studied this question.