Reimagining Math Learning: How an AI Study Buddy Influences Math Anxiety and Reshapes Classroom Dynamics
The paper explores how an AI-assisted approach improved classroom climate, learning experiences, and readiness in Level 6 Pre-UG mathematics at Asian University for Women (AUW). Using qualitative phenomenology, data were collected through nine semi-structured student interviews, three teacher interviews, three classroom observations, and field notes. Findings show that AI-supported instant feedback created emotional safety and encouraged persistence and metacognitive reflection. Students and teachers also expressed concerns about over-reliance and the ethical practice of using AI. The study indicates that AI is most effective when combined with facilitative pedagogy and structured reasoning stages, strengthened by continuous teacher development to guarantee a student-centered integration.
Maryam Mirzaee, Asian University for Women (AUW), AF
Maryam Mirzaee is an MA in Education student at the Asian University for Women with a research focus on disability-inclusive education, particularly in crisis-affected contexts. Her academic interests include inclusive pedagogy, educational leadership, and equitable access to learning for marginalized children. She is committed to advancing evidence-based educational practices that promote inclusion and social justice in diverse learning environments.
Farishta Murad, Asian University for Women (AUW), BD
Meheki Siraj, Asian University for Women (AUW), BD
