Learning mathematics has been considered as a great challenge for many students. The advancement of computer technologies, in particular, artificial intelligence (AI), provides an opportunity to cope with this problem by diagnosing individual students’ learning problems and providing personalized supports to maximize their learning performances in mathematics courses. However, there is a lack of reviews from diverse perspectives to help researchers, especially novices, gain a whole picture of the research of AI in mathematics education. To this end, this research aims to conduct a bibliometric mapping analysis and systematic review to explore the role and research trends of AI in mathematics education by searching for the relevant articles published in the quality journals indexed by the Social Sciences Citation Index (SSCI) from the Web of Science (WOS) database. Moreover, by referring to the technology-based learning model, several dimensions of AI in mathematics education research, such as the application domains, participants, research methods, adopted technologies, research issues and the roles of AI as well as the citation and co-citation relationships, are taken into account. Accordingly, the advancements of AI in mathematics education research are reported, and potential research topics for future research are recommended.

https://www.mdpi.com/2227-7390/9/6/584/pdf

Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review

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A fuzzy expert system-based adaptive learning approach to improving students’ learning performances by considering affective and cognitive factors

Smart Personal Assistants (SPAs; such as Amazon's Alexa or Google's Assistant) let users interact with computers in a more natural and sophisticated way that was not possible before Although there exists an increasing amount of research of SPA technology in education, empirical evidence of its ability to offer dynamic scaffolding to enhance students problem-solving skills is still scarce To fill this gap, the aim of this paper is to find out whether interactions with scaffolding-based SPA technology enable students to internalize and apply problem-solving steps on their own in a 10th grade high school and a vocational business school class Students in the experiment classes completed their assignments using Smart Personal Assistants, whereas students in the control classes completed the same assignments using traditional methods This study used a mixed-method approach consisting of two field quasi-experiments and one post-experiment focus group discussion The empirical results revealed that students in the experiment classes acquired significantly more problem-solving skills than those in the control classes (Study 1: p = 00396, study 2: p

Enhancing Problem-Solving Skills with Smart Personal Assistant Technology

Towards Intelligent-TPACK: An empirical study on teachers' professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education

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Using Advanced Learning Technologies with University Students: An Analysis with Machine Learning Techniques

The present study aims to examine the pedagogical effectiveness of a Chinese mathematical dialogue-based intelligent tutoring system used for teaching mathematics. The mathematical unit ‘multiplica...

Yin-Mei Liu

Papers

An application of Chinese dialogue-based intelligent tutoring system in remedial instruction for mathematics learning