The University of Pavia carried out the development of a multidimensional screening battery aimed at evaluating the impact of AI-supported mathematics learning in lower and upper secondary education.

The activity focused on the design of two complementary questionnaires addressed to students and mathematics teachers. The student instrument assesses cognitive and metacognitive processes, self-regulated learning strategies, motivation, self-efficacy, mathematics-related emotions and anxiety, perceived strengths and difficulties in different mathematical domains, as well as attitudes towards the use of Artificial Intelligence in mathematics learning. The teacher instrument explores beliefs about mathematics, perceptions of students’ learning difficulties, emotional and motivational barriers, inclusive education needs, and opportunities and risks associated with AI-supported teaching.

The development process combined participatory and evidence-based approaches. A preliminary focus group with mathematics teachers supported the identification of key dimensions and the construction of questionnaire items, leading to the development of the pilot version of the screening battery.

At present, this version is being tested to assess feasibility, item clarity, reliability and preliminary psychometric properties. The results of this pilot phase will inform the refinement and subsequent validation of the final screening battery, which will be used to evaluate the effectiveness of the MathIA programme and support evidence-based implementation of AI-enhanced mathematics education.

University of Pavia, Italy