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TRUVACE RECORD VERSION
record: TRV-2026-1523
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-10-16T01:10:00.383141Z
status: published
lens: g_space
sector: education
headline: Research on AI-Assisted Mathematics Teaching in Primary and Secondary Schools (2022-2026)
dek: Artificial intelligence (AI) is increasingly used to support mathematics teaching, yet research examining its instructional effects and implementation conditions in primary and secondary schools remains fragmented. This study reviewed published research on AI-assisted mathematics teaching between 2022 and 2026. Relevant records were retrieved from the Web of Science database using topic searches for AI and mathematics education. Of 262 initially identified records, 44 studies met the stated inclusion criteria an…
gain_title: Across 44 reviewed studies, AI-assisted mathematics teaching generally was linked to better student achievement, understanding, motivation and engagement, and it supported teachers' planning and assessment.
problem_title: (none)
trace_subject: (none)
gain_reading: Across 44 reviewed studies, AI-assisted mathematics teaching generally was linked to better student achievement, understanding, motivation and engagement, and it supported teachers' planning and assessment.
gain_evidence: The reviewed studies generally reported favourable outcomes for students’ mathematics achievement, conceptual understanding, interest, motivation and classroom engagement | AI tools also supported teachers’ lesson planning, resource preparation, assessment, learning diagnosis and instructional decision-making.
problem_reading: (none)
problem_evidence: (none)
quick_read: A thematic review searched the Web of Science for research published from 2022 to 2026 on AI in primary and secondary mathematics teaching. Of 262 records found, 44 met the inclusion criteria. The studies were grouped into instructional effects, factors shaping effectiveness, and strategies for improvement.

The review suggests AI can be a useful instructional aid, but results are not automatic. Benefits hinge on how tools are integrated and on local conditions, and the evidence base is still fragmented. Whether gains last over time remains unclear without longer classroom studies.
limitation: Some interventions produced limited or inconsistent benefits, and the authors say longitudinal classroom research is needed to clarify sustained outcomes and how the factors interact.
tag: Evidence-backed gain
key_points: The review screened 262 records from the Web of Science and included 44 studies in a thematic synthesis. | Reported student benefits covered achievement, conceptual understanding, interest, motivation and classroom engagement. | Teachers used AI for lesson planning, resource preparation, assessment, learning diagnosis and decision-making. | Outcomes varied with teacher AI literacy, student self-regulation, tool accuracy and usability, and infrastructure or family support. | Suggested improvements included professional development, teacher-led implementation, clearer data governance and more reliable math-specific tools.
rundown: The authors note that research on instructional effects and implementation conditions in primary and secondary schools has been fragmented, which motivated the synthesis. Records were drawn from a single database using topic searches for AI and mathematics education.

Effectiveness was linked to four groups of factors. Teacher factors included AI literacy, attitudes and pedagogical competencies. Student factors included self-regulation, digital literacy and interaction patterns. Technological factors were accuracy, usability and personalisation, and contextual factors included infrastructure, family support and educational resources.

For improvement, the reviewed work pointed to professional development, teacher-led implementation, clearer ethical and data-governance arrangements, and more reliable mathematics-specific tools.
sources:
- peer_reviewed | Asian Journal of Education and Social Studies | https://doi.org/10.9734/ajess/2026/v52i103405 | 2026-10-14
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