# The effects of perceived teacher support on online mathematics learning power: the mediating roles of artificial intelligence literacy and cognitive tools

## TL;DR

This study shows how teacher support helps students learn math online by improving their AI skills and use of tools like MATLAB.

## Contribution

It introduces a new model showing how teacher support boosts online math learning via AI literacy and cognitive tools.

## Key findings

- Perceived teacher support directly predicts online mathematics learning power.
- AI literacy and cognitive tools use mediate the relationship between teacher support and learning power.
- Integrating AI literacy and cognitive tools training in courses enhances student competencies.

## Abstract

With the rapid advancement of generative artificial intelligence (GenAI), teaching and learning in higher education are undergoing profound transformations. As a foundational competency for students in the digital age, pathways to foster online mathematics learning power require exploration. Although teacher support is recognized as a critical factor, the mechanisms through which it might foster students’ new digital competencies, thereby contributing to online mathematics learning power within the context of intelligent technologies remain underexplored. This study aims to construct a multiple mediation model to examine how perceived teacher support predicts online mathematics learning power through two pathways: AI literacy (the ability to leverage artificial intelligence for mathematical cognition) and the use of cognitive tools (e.g., MATLAB, GeoGebra). A questionnaire survey was conducted among 758 undergraduates enrolled in online mathematics courses at a comprehensive university in eastern China. The instruments included scales for perceived teacher support, AI literacy, cognitive tools, and online mathematics learning power. Data were analyzed using structural equation modeling and bootstrap sampling to examine direct and mediating effects. The results confirm that within the generative artificial intelligence context, perceived teacher support directly predicts students’ online mathematics learning power while also indirectly predicts it by fostering AI literacy and cognitive tools proficiency. This reveals the mechanisms linking environmental support, digital competencies, and learning outcomes. This study suggests that educators adopt a teaching strategy integrating direct support, AI literacy cultivation, and cognitive tool guidance. This entails incorporating AI literacy and cognitive tools training into online mathematics course design within supportive learning environments. Doing so can effectively develop student competencies and prepare them for the intelligent era.