The role of AI in supporting mathematical reasoning for electronics problems

This paper explores the role of LLMs in supporting undergraduate students' mathematical reasoning when solving electronics problems. We analyzed the model’s responsiveness, problem-solving strategies, and limitations using Brousseau’s Theory of Didactical Situations. Although LLMs proveded helpful suggestions, significant inconsistencies in its outputs undermined students' trust. The findings highlight LLMs’ dual potential as both a facilitator and a challenge in educational contexts, suggesting that its integration into learning activities must be carefully designed to enhance critical thinking and validation processes.