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Artificial Intelligence in School-Level Mathematics Education: A Comprehensive Review

Author

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  • Mary Nirmala

    (DMI-St. Eugene University, Lusaka, Zambia.)

  • Y. Dominic Ravichandran

    (DMI-St. Eugene University, Lusaka, Zambia.)

Abstract

The integration of artificial intelligence (AI) into school-level mathematics education has advanced rapidly in recent years, fundamentally reshaping instructional practices and student learning experiences. This review synthesizes current literature to provide a comprehensive overview of AI’s applications within mathematics classrooms, focusing on personalized learning, adaptive assessment, evolving teacher roles, ethical considerations, and emerging global trends. The analysis highlights AI’s potential to enhance student engagement, improve academic achievement, and promote educational equity. However, it also underscores the necessity of thoughtful implementation, robust teacher support, and the development of clear policies to address associated challenges. The review concludes that, while AI holds transformative promise for mathematics education, its successful integration depends on balancing technological innovation with pedagogical integrity and ethical responsibility. Future research and policy efforts are essential to ensure AI’s benefits are equitably realized across diverse educational contexts.

Suggested Citation

  • Mary Nirmala & Y. Dominic Ravichandran, 2025. "Artificial Intelligence in School-Level Mathematics Education: A Comprehensive Review," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(7), pages 1907-1913, July.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:67:p:1907-1913
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