Generative AI performance in core undergraduate mathematics: a curriculum-level case study
Updated 2 h ago · first seen 12 Sept 2026
paper_01M29X3576TF0CWGKZJFAK00RE
- Published
- 12 Sept 2026
- T1 · 2 h ago
- arXiv
- 2509.13359
- T1 · 2 h ago
- Category
- cs.CY
- T1 · 2 h ago
Abstract
-cross Abstract: Generative artificial intelligence (GenAI) tools such as OpenAI's ChatGPT are transforming the educational landscape, prompting reconsideration of traditional assessment practices. In parallel, universities are exploring alternatives to in-person, closed-book examinations, raising concerns about academic integrity and pedagogical alignment in uninvigilated settings. This study systematically investigates the performance of GenAI on typical mathematics questions from across a first-year mathematics curriculum. Adopting an empirical approach and utilising current examination questions as a proxy for course content, we generate, transcribe, and blind-mark GenAI submissions to eight undergraduate mathematics assessments, spanning the entirety of the first-year curriculum. By combining independent GenAI responses to individual questions, we enable a meaningful evaluation of GenAI performance, both at the level of modules and across the first-year curriculum. We find that GenAI attainment is at the level of a first-class degree, though current performance can vary between modules. Further, we find that GenAI performance is remarkably consistent when viewed across the entire curriculum, significantly more so than that of students in invigilated examinations. Our findings evidence the pressing need for redesigning assessments in mathematics in the era of generative artificial intelligence.
Authors 4
Beatriz Navarro Lameda, Benjamin J. Walker, Nikoleta Kalaydzhieva, Ruth A. Reynolds
Specification
- Official page
Source:arXiv (Atom API + RSS)T1observed 2 h agohigh
- Arxiv announce type
- replace
Source:arXiv (Atom API + RSS)T1observed 2 h agohigh
- arXiv id
- 2509.13359
Source:arXiv (Atom API + RSS)T1observed 2 h agohigh
- Categories
- cs.AI, cs.CY
Source:arXiv (Atom API + RSS)T1observed 2 h agohigh
Source:arXiv (Atom API + RSS)T1observed 2 h agohigh
- Primary category
- cs.CY
Source:arXiv (Atom API + RSS)T1observed 2 h agohigh
- Published
- 12 Sept 2026
Source:arXiv (Atom API + RSS)T1observed 2 h agohigh
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T19
Freshest observation
2 h ago
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Claim history · Abstract
Abstractabstract1
| Value | Valid from → to | Status | Source | Confidence | Extractor |
|---|---|---|---|---|---|
| -cross Abstract: Generative artificial intelligence (GenAI) tools such as OpenAI's ChatGPT are transforming the educational landscape, prompting reconsideration of traditional assessment practices. In parallel, universities are exploring alternatives to in-person, closed-book examinations, raising concerns about academic integrity and pedagogical alignment in uninvigilated settings. This study systematically investigates the performance of GenAI on typical mathematics questions from across a first-year mathematics curriculum. Adopting an empirical approach and utilising current examination questions as a proxy for course content, we generate, transcribe, and blind-mark GenAI submissions to eight undergraduate mathematics assessments, spanning the entirety of the first-year curriculum. By combining independent GenAI responses to individual questions, we enable a meaningful evaluation of GenAI performance, both at the level of modules and across the first-year curriculum. We find that GenAI attainment is at the level of a first-class degree, though current performance can vary between modules. Further, we find that GenAI performance is remarkably consistent when viewed across the entire curriculum, significantly more so than that of students in invigilated examinations. Our findings evidence the pressing need for redesigning assessments in mathematics in the era of generative artificial intelligence. | → current | current | arXiv (Atom API + RSS)T1 | high | deterministic |
Claims are temporal and append-only: a new observation closes the previous claim (valid_to) instead of overwriting it. Conflicting claims from different sources are kept side by side and flagged — never averaged. Methodology →
- New paperPaperGenerative AI performance in core undergraduate mathematics: a curriculum-level case study
New paper: Generative AI performance in core undergraduate mathematics: a curriculum-level case study
arxiv
| Source | Document | Type | Tier | Last observed | Snapshots |
|---|---|---|---|---|---|
| arXiv (Atom API + RSS) | rss.arxiv.org/rss/cs.AI | feed | T1· Official | 2 h ago | 2 |
Tier 1 = official/primary, 2 = quality secondary, 3 = community, 4 = unverified. Every snapshot is archived; see all sources and the methodology.