Artificial Intelligence Interventions in Mathematics Education: A Systematic Literature Review

Autor/inn/en	Kenneth Holman; Matthew Marino; Trey Vasquez; Michelle Taub; Jessica Hunt; Yacine Tazi
Titel	Artificial Intelligence Interventions in Mathematics Education: A Systematic Literature Review
Quelle	In: Insights into Learning Disabilities, 22 (2025) 1, S. 65-91 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Artificial Intelligence; Technology Uses in Education; Mathematics Education; Mathematics Achievement; Teaching Methods; Learner Engagement; Intelligent Tutoring Systems; Students with Disabilities; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligentes Tutorsystem; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	This systematic review examines the impact of artificial intelligence (AI) interventions on mathematics education, focusing on studies published after 2020. A total of 14 empirical studies were selected based on inclusion criteria that emphasized AI's role in enhancing student learning outcomes, engagement, and teaching practices. The review highlights several AI-based interventions, including Intelligent Tutoring Systems (ITS), adaptive learning platforms, and AI-powered educational apps. The findings indicate that ITS, particularly when integrated over extended periods, significantly improve learning outcomes, with tools like Photomath showing large effect sizes (d = 1.37) in pre-calculus education. Adaptive platforms, such as ALEKS and "Learn with ME," also produced moderate to large improvements. However, shorter interventions or those without substantial teacher involvement yielded smaller effects, underscoring the importance of sustained engagement and pedagogical support. While AI tools show promising results, their effectiveness is contingent upon thoughtful integration with traditional teaching methods and clear instructional goals. Ethical considerations, including data privacy, algorithmic fairness, and the role of teachers, are discussed to ensure responsible AI implementation. Overall, the review emphasizes that AI can enhance mathematics education, but its success depends on context, duration, and the complementary role of educators in the learning process. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/10