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TRUVACE RECORD VERSION
record: TRV-2026-2858
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-11-12T17:35:45.262474Z
status: published
lens: g_space
sector: science
headline: Examining the Effects of Artificial Intelligence on Elementary Students’ Mathematics Achievement: A Meta-Analysis
dek: With the increasing attention to artificial intelligence (AI) in education, this study aims to examine the overall effectiveness of AI on elementary students’ mathematics achievement using a meta-analysis method. A total of 21 empirical studies with 30 independent samples published between January 2000 and June 2022 were used in the study. The study findings revealed that AI had a small effect size on elementary students’ mathematics achievement. The overall effect of AI was 0.351 under the random-effects model.…
gain_title: A meta-analysis of 21 studies (30 samples, 2000 to June 2022) found AI raised elementary students' mathematics achievement by a small overall effect of 0.351 under a random-effects model.
problem_title: (none)
trace_subject: (none)
gain_reading: A meta-analysis of 21 studies (30 samples, 2000 to June 2022) found AI raised elementary students' mathematics achievement by a small overall effect of 0.351 under a random-effects model.
gain_evidence: AI had a small effect size on elementary students’ mathematics achievement | The overall effect of AI was 0.351 under the random-effects model
problem_reading: (none)
problem_evidence: (none)
quick_read: A meta-analysis pooled 21 empirical studies with 30 independent samples, published between January 2000 and June 2022, to test whether AI improves elementary students' mathematics achievement. The overall effect was 0.351 under a random-effects model, which the authors describe as small.

The review also tested eight moderating variables. Mathematics learning topic and grade level significantly changed how much AI helped, while research type, research design, sample size, intervention duration, AI type and organization did not show significant moderating effects.

The findings suggest AI tools may modestly support maths learning in primary schools, but the size of the benefit depends on what is taught and to which grade.
limitation: 
tag: Evidence-backed gain
key_points: The meta-analysis covered 21 empirical studies with 30 independent samples. | Included studies were published between January 2000 and June 2022. | The overall effect of AI on elementary maths achievement was 0.351 under a random-effects model, described as small. | Eight moderators were examined: research type, research design, sample size, maths topic, intervention duration, AI type, grade level and organization. | Mathematics learning topic and grade level significantly moderated the effect of AI. | Research type, design, sample size, intervention duration, AI type and organization showed no significant moderating effects.
rundown: The study pooled evidence from 21 empirical studies with 30 independent samples published between January 2000 and June 2022, using a random-effects meta-analysis to estimate AI's effect on elementary students' mathematics achievement.

The pooled effect was 0.351, which the authors classed as small. They then examined three research characteristic variables (research type, research design and sample size) and five opportunity-to-learn variables (maths topic, intervention duration, AI type, grade level and organization).

Only maths learning topic and grade level significantly moderated the effect, so the benefit differed across topics and grades. The authors drew practical and research implications from these results.
sources:
- peer_reviewed | Sustainability | https://doi.org/10.3390/su142013185 | 2022-10-14
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