A systematic review of artificial intelligence in mathematics education: The emergence of 4IR
Oluwaseyi Aina Gbolade Opesemowo 1 * , Habeeb Omoponle Adewuyi 1
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1 University of Johannesburg, Johannesburg, SOUTH AFRICA* Corresponding Author

Abstract

The integration of artificial intelligence (AI) in mathematics education, focusing on its implications in the 4th Industrial Revolution (4IR) era. Through a comprehensive analysis of 10 relevant studies in Scopus and Google Scholar from 2015 to 2023, this review identifies the research methods, research instruments, participants, and AI tools used in mathematics education. Some key ideas include using AI-driven personalized learning and enhanced mathematics instruction, real-time assessment and feedback, curriculum development, and empowering educators, which were highlighted. The study aligns with the preferred reporting items for systematic reviews and meta-analysis. Based on the analysis, most studies reviewed utilized qualitative research methods. The study indicates that questionnaires were mainly used to gather data from students and teachers who were the most significant participants in the reviewed papers. Further results revealed that ChatGPT were the primary AI tool used in mathematics education, among other AI tools, as identified in this review. Additionally, this review discusses the transformative potential of AI in addressing educational disparities and preparing learners for the demands of 4IR.

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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

EURASIA J Math Sci Tech Ed, Volume 20, Issue 7, July 2024, Article No: em2478

https://doi.org/10.29333/ejmste/14762

Publication date: 01 Jul 2024

Online publication date: 25 Jun 2024

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Article Downloads: 2392

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