AI-supported learning environments are increasingly used, yet relatively little is known about how students' achievement and interest develop over time or whether these trajectories vary across learners. This study examined longitudinal trajectories of mathematics achievement and interest in a semester-long AI-supported mathematics learning. Using a mixed-methods longitudinal design, repeated measures of mathematics achievement were collected at four time points and mathematics interest at three time points. Linear mixed models (LMMs) were used to examine overall changes over time, while linear quantile mixed models (LQMMs) were used to examine differences in trajectories across the lower, median, and upper portions of the outcome distributions. Mathematics achievement increased substantially during the intervention, with the largest gains emerging between the second and third measurement occasions. However, the trajectory differed across the achievement distribution. Mathematics interest increased significantly after the first month, but this increase was not sustained through the end of the semester. Qualitative findings further indicated that students experienced the AI platform differently. The study highlights the importance of examining both cognitive and motivational trajectories.

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