FROM ALGORITHMS TO LEARNING: RETHINKING MATHEMATICS EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE

Artificial intelligence (AI) has increasingly transformed the landscape of mathematics education by enabling machines to perform calculations, generate mathematical solutions, recognize patterns, provide explanations, and deliver automated feedback. These developments offer substantial opportunities for improving learning experiences while simultaneously challenging traditional assumptions regarding mathematical competence and the purpose of learning mathematics. This study aims to critically examine how the emergence of AI changes the nature of mathematical learning and to reconsider the roles of reasoning, conceptual understanding, problem solving, assessment, teachers, and students in AI-mediated learning environments. This study employs a qualitative library research approach by analyzing scholarly literature concerning artificial intelligence, mathematics education, mathematical reasoning, problem solving, computational thinking, AI literacy, and technology-enhanced learning. The findings indicate that AI can facilitate personalized learning, provide immediate feedback, generate alternative solution strategies, support mathematical visualization, and increase access to mathematical resources. Nevertheless, excessive dependence on AI may encourage answer-oriented learning, reduce productive struggle, weaken students' independent reasoning, and create difficulties in assessing authentic mathematical understanding. The study argues that mathematics education should shift from an emphasis on algorithmic answer production toward conceptual understanding, mathematical reasoning, problem formulation, critical evaluation, communication, and mathematical agency. AI should therefore be positioned as a learning support and an object of critical inquiry rather than a substitute for students' mathematical thinking. The study proposes a human-centered framework in which AI supports learning while teachers remain responsible for designing meaningful mathematical experiences and students retain intellectual responsibility for understanding, evaluating, and communicating mathematical knowledge.

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