# Can the current trends of AI handle a full course of mathematics?

arXiv: https://arxiv.org/abs/2507.21664 · HTML: https://mlsanity.com/paper/2507.21664/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 4 of its 52 references that are in the map.
- First posted on arXiv 29 Jul 2025.

## Builds on (most cited first, 4 of 4)

- [Perception, performance, and detectability of conversational artificial intelligence across 32 university courses](https://mlsanity.com/paper/2305.13934/) (2023)
- [A Benchmark for Math Misconceptions: Bridging Gaps in Middle School Algebra with AI-Supported Instruction](https://mlsanity.com/paper/2412.03765/) (2024)
- [A Classification of Artificial Intelligence Systems for Mathematics Education](https://mlsanity.com/paper/2107.06015/) (2021)
- [The Use of Generative Artificial Intelligence for Upper Secondary Mathematics Education Through the Lens of Technology Acceptance](https://mlsanity.com/paper/2501.14779/) (2025)

## Abstract (arXiv)

This paper addresses the question of how able the current trends of Artificial Intelligence (AI) are in managing to take the responsibility of a full course of mathematics at a college level. The study evaluates this ability in four significant aspects, namely, creating a course syllabus, presenting selected material, answering student questions, and creating an assessment. It shows that even though the AI is strong in some important parts like organization and accuracy, there are still some human aspects that are far away from the current abilities of AI. There is still a hidden emotional part, even in science, that cannot be fulfilled by the AI in its current state. This paper suggests some recommendations to integrate the human and AI potentials to create better outcomes in terms of reaching the target of creating a full course of mathematics, at a university level, as best as possible.