Author: Prasanta Kumar Bera
DOI Link: https://doi.org/10.70798/Bijmrd/04061006
Abstract: The contemporary world is experiencing a profound technological transformation driven by the rapid growth of Artificial Intelligence (AI). Educational systems across the globe are increasingly integrating AI-based technologies into teaching and learning processes, especially in mathematics education. Intelligent tutoring systems, adaptive learning platforms, automated assessment tools, virtual learning environments, and data-driven educational technologies are reshaping the ways students interact with mathematical concepts. While these developments offer significant opportunities for personalized learning, academic accessibility, and improved mathematical understanding, they also raise serious concerns regarding mental well-being, emotional health, cognitive stress, social isolation, and psychological adjustment among learners.
This research article critically examines the relationship between Artificial Intelligence, mathematical learning, and mental well-being in contemporary educational contexts. The study explores the positive and negative impacts of AI-assisted mathematics education on students’ emotional stability, cognitive development, self-esteem, motivation, creativity, and social behavior. It also discusses mathematics anxiety, digital fatigue, ethical concerns, technological dependency, and the changing role of teachers and parents in supporting learners’ psychological health. The article argues that although AI possesses transformative potential for mathematics education, the mental well-being of students must remain central to educational planning and technological innovation. A balanced, ethical, and human-centered approach is therefore essential for ensuring that technological advancement contributes to both intellectual growth and emotional flourishing.
Keywords: Artificial Intelligence, Mental Well-Being, Mathematics Learning, Mathematics Anxiety, Emotional Health, Digital Education.
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