Understanding students’ intentions to use ai tools in mathematics learning: a theory of planned behavior approach

Abstract

This study explores students’ intentions to use Artificial Intelligence (AI) tools in mathematics learning through the lens of the Theory of Planned Behavior (TPB). The growing presence of AI applications in education offers new opportunities to enhance mathematical understanding, but students’ willingness to adopt such tools is influenced by psychological and contextual factors. The study aims to identify how attitude toward behavior, subjective norms, and perceived behavioral control shape students’ intentions to use AI tools in mathematics learning. Using a qualitative descriptive design, data were collected from twenty mathematics education students who are prospective teachers from Universitas Madura and Universitas Islam Negeri Mataram. Semi structured interviews and reflective journals were employed as instruments, and the data were analyzed thematically to identify emerging belief patterns and behavioral tendencies. The results show that positive attitudes toward AI arise from perceptions of its usefulness for problem solving and conceptual understanding. Subjective norms from peers and lecturers encourage experimentation, while perceived behavioral control such as access to technology and confidence in using AI strongly influences intention. The study concludes that students’ behavioral intentions toward AI use are context dependent and require institutional and pedagogical support for effective implementation in mathematics education.