Current practices and future direction of artificial intelligence in mathematics education: A systematic review
Liz A. Awang 1 , Farrah D. Yusop 1 * , Mahmoud Danaee 2
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1 Faculty of Education, Universiti Malaya, MALAYSIA2 Faculty of Medicine, Universiti Malaya, MALAYSIA* Corresponding Author

Abstract

Mastering mathematics is often challenging for many students; however, the rise of artificial intelligence (AI) offers numerous advantages, including enhanced data analysis, automated feedback, and the potential for creating more interactive and engaging learning environments. Despite these benefits, there is a need for comprehensive reviews that provide an overview of AI's role in mathematics education to help educators identify the best AI tools, and to inform researchers about current trends and future directions. This study conducts a systematic literature review (SLR) to investigate the applications and trends of AI in mathematics education by examining articles published in reputable journals indexed in Web of Science and Scopus. The review categorizes AI tools into those narrowly addressing mathematical problems, such as solving equations and visualizing geometry, and those offering broader pedagogical support, including adaptive learning systems and generative AI platforms. Key aspects analyzed include the distribution of AI in Mathematics Education (AIME) studies across different educational levels, the types and categories of AI tools used, the functionality of commercialized AIME tools available on the internet, and the emerging trends and future directions in AIME based on recent literature. The insights from this SLR are crucial for educators, policymakers, and researchers, enabling them to integrate AI effectively into mathematics education and tailor tools to specific teaching strategies and learning needs.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

INT ELECT J MATH ED, Volume 20, Issue 2, May 2025, Article No: em0823

https://doi.org/10.29333/iejme/16006

Publication date: 01 Apr 2025

Online publication date: 19 Feb 2025

Article Views: 147

Article Downloads: 41

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