Aug 2026· Mathline : Jurnal Matematika dan Pendidikan Matematika· 0 citations· 24 references
TL;DR
It is proposed that mathematical literacy in the AI era should extend beyond traditional competencies to include the ability to critically evaluate AI-generated outputs, identify algorithmic limitations, and use AI responsibly a construct this review tentatively terms Mathematical AI Literacy.
Abstract
The rapid advancement of Artificial Intelligence (AI) has transformed educational practices, particularly in mathematics education, by enabling adaptive learning, personalized instruction, and instant feedback. While AI-powered technologies such as ChatGPT, Gemini, and Intelligent Tutoring Systems have been reported to support students' conceptual understanding and learning experiences, concerns have emerged regarding excessive reliance on AI, which may reduce mathematical reasoning, critical thinking, and learning autonomy. Although prior reviews have examined the general effectiveness of AI in education, few have specifically synthesized how AI reshapes mathematical literacy, and none has systematically addressed this issue within the context of Generative AI. This study addresses that gap by systematically examining the role of AI in the development of mathematical literacy, identifying its benefits and challenges, and exploring future research directions in mathematics education. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was retrieved from Google Scholar, ERIC, Scopus, and Garuda databases using predefined keyword combinations related to AI and mathematical literacy, and screened against explicit inclusion and exclusion criteria. From 287 identified publications, 32 studies published between 2015 and 2024 met the inclusion criteria and were analyzed using thematic analysis. The findings indicate that AI is reported to contribute to mathematical literacy by supporting personalized learning, adaptive feedback, conceptual understanding, and problem-solving skills, although the evidence is not uniformly consistent across contexts, AI tools, and methodological designs. At the same time, excessive AI use may encourage cognitive offloading, reduce independent reasoning, and increase students' dependence on automated solutions. Beyond synthesizing existing evidence, this review proposes that mathematical literacy in the AI era should extend beyond traditional competencies to include the ability to critically evaluate AI-generated outputs, identify algorithmic limitations, and use AI responsibly a construct this review tentatively terms Mathematical AI Literacy. The review concludes by outlining the theoretical contribution of this construct and the empirical gaps that remain, including the absence of standardized Mathematical AI Literacy instruments and the limited number of context-specific studies, particularly in Indonesia.
A systematic literature review aims to synthesize existing evidence on the evolving roles of mathematics teachers within AI-enhanced educational contexts and to develop a comprehensive framework explaining role transformation, and contributes a holistic conceptualization of teacher role transformation.
Vaijayanti Aphale, Ketki Kher, Vijayanta Bhurale et al.· Journal of Asia Entrepreneur...· 0 citations
Artificial Intelligence (AI) as a representation of technological advancement, has been recognized for its potential to positively and negatively impact the educational sphere. In mathematics education, AI revolutionizes learning by offering students more flexible and adaptive learning experiences. This study aims to provide insights into the impact of AI integration in mathematics education through a systematic literature review (SLR). The primary focus of this research includes trends in AI usage based on year, country, and education level, types of AI integration, and the impacts and challenges encountered in implementing AI in mathematics learning. The research data comprises empirical articles collected using the PRISMA approach, drawing from databases such as Scopus, ERIC, and SAGE over the past five years. This results in the analysis of 13 selected articles. The findings reveal dynamic trends in AI utilization, particularly in Indonesia and Australia. In Indonesia, AI is primarily used to expand access to online education, while in Australia, it is leveraged for personalized learning. AI is predominantly integrated at the middle school and university levels, with ChatGPT as the primary tool to assist students in understanding mathematical concepts. The benefits of AI include improvements in cognitive, affective, and teaching abilities. The challenges of AI identified include low user awareness, limited educator skills, cognitive impacts on students, and technological access disparities that exacerbate educational inequalities.
Lukman Hakim Muhaimin, T. Turmudi, Asllan Vrapi et al.· Knowledge Management & E...· 0 citations
Across the reviewed studies, generative AI was found to enhance language learning through personalized feedback, increased learner autonomy, and greater learning engagement, but concerns regarding academic integrity, AI literacy, ethical issues, and institutional readiness remain significant challenges to its sustainable implementation.
N. H. Hong Nhung· International journal of soc...· 0 citations
Artificial intelligence (AI) is increasingly shaping higher education, particularly in the development of academic writing and speaking skills. While AI tools offer immediate feedback and personalized learning opportunities, existing research often focuses on their effectiveness without fully addressing their pedagogical and ethical implications. This creates a need for a more critically informed understanding of how AI influences language learning. This study examines the role of artificial intelligence (AI) in enhancing both academic writing and speaking skills in higher education through a systematic review of recent empirical studies. Drawing on 109 studies published between 2022 and 2025, the review adopts PRISMA guidelines to identify trends in the use of these tools. The findings indicate significant benefits, including increased learner engagement, improved linguistic accuracy, and immediate individualized feedback. These benefits include lexical development, structural coherence, improved pronunciation, and increased learner confidence through iterative practices. However, the review also identifies critical challenges, including risks of overreliance, reduced learner autonomy, and concerns related to linguistic bias. To address these concerns, the study proposes the implementation of the Mediated AI-Pedagogy Cycle, which positions educators as mediating agents between AI affordances and learner development. The study contributes a pedagogically grounded framework for integrating AI into higher education language instruction.
Abdullah Alazemi, Abdullah A. Alenezi, Amer Alsouyan· Education sciences· 0 citations
The rapid advancement of artificial intelligence (AI) has transformed educational practices and generated critical debates regarding whether AI enhances teacher performance or threatens the continuity of the teaching profession. This study aims to examine the role of AI in education by analyzing its contributions, limitations, and potential relationship with human teachers. Employing a non-empirical qualitative literature review approach, this research synthesizes international scholarly publications concerning generative AI, personalized learning, classroom management, human-AI collaboration, and the human dimensions of teaching. The findings indicate that AI significantly improves educational efficiency through automation, adaptive learning support, and data-driven instructional assistance. Nevertheless, AI remains limited in performing affective, ethical, and relational functions that constitute essential components of effective teaching. The study concludes that AI is unlikely to replace teachers entirely but will reshape their professional roles through collaborative human-AI models. This research contributes to the theoretical development of hybrid intelligence perspectives in education and provides a comprehensive understanding of technology integration that preserves the centrality of human pedagogical expertise.
Nida Ul Hasanah, Amar Ali Aulia, Muhammad Azhar Abdillah et al.· International Journal of Soc...· 0 citations
Rapid advancement of the Artificial Intelligence (AI) transformed the education system and particularly the STEM. In this case AI literacy has entered into scene as a requisite skill that educators need to possess to effectively integrate AI technologies in teaching and learning processes. The present study article is a scientific literature review of the research subject of AI literacy in STEM educators according to PRISMA (Preferred Reporting Items to Systematic Reviews and Meta-Analyses) template. The review presents the findings of selected peer-reviewed articles in order to comment on the conceptualization, central dimensions, educational practices, issues, and the emergent trends of AI literacy. The findings reveal that AI literacy is a multidimensional construct which constitutes of five broad dimensions which include conceptual understanding, technical skills, pedagogical integration, ethical awareness and data literacy. Though it was only in recent studies that the issue of holistic competencies has been addressed, all the prior studies were highly technical, and did not give much consideration to pedagogical and ethical factors. Other AI-based pedagogical applications cited in the review are intelligent tutoring system, adaptive learning system and AI-powered assessment and feedback system which can be used to enhance the efficiency of teaching and to make learning personal. Despite such developments, it has also come with several challenges that include teacher training, poor infrastructure, ethical and privacy issues, and unwillingness to adopt technology among the learners and policy loopholes. At the same time, new directions covered by AI-driven curriculums, inter-disciplinary pedagogy, career progression and growth, institutional and academic reforms of the policy level imply the growing institutional and academic interest in AI literacy. The article concludes that the literacy regarding AI is the solution to educating teachers in STEM disciplines to meet the demands of the increasingly technological educational landscape. However, the unavailability of the standardized hierarchy of AI literacy can be regarded as the primary flaw that needs to be filled by further studies to develop the frameworks and methods of its evaluation on the same platform. The findings of this review may be educative to teachers, policymakers, and researchers and contribute to the creation of the strategy that is efficient to integrate AI in STEM education.
Dr. Pooja· International journal of res...· 0 citations