Från hjälpmedel till hinder? En litteraturstudie om AI imatematikundervisningen

Sammanfattning

In recent years the development of accessible generative artificial intelligence (genAI) has rapidly increased. This increase has in turn affected educational practices because of their use by both students and teachers. However, opinions on the use of AI in education remain divided, this is also an observation we have encountered during our studies. The aim of this literature review is to explore how research in this relatively new field has been conducted and how AI can be applied in mathematics education. A selection of articles was read, compiled and analysed using both inductive and deductive approaches. The inductive part of the study consisted of an analysis and coding of 14 systematically selected studies. This process resulted in the identification of three themes related to AI in mathematics education. The first theme concerns how artificial intelligence has been used either directly in mathematics teaching or in the preparation of instruction. The second theme addresses the challenges and opportunities associated with these applications. The third theme explores attitudes towards the use of AI in mathematics education. A synthesis of these themes was subsequently carried out to identify shared patterns across the studies, as well as to highlight unique findings presented in individual studies. The deductive analysis employed the RAT framework to examine how AI was used in the studies. The findings indicates that most of the studies applied AI in ways classified as amplification, while a smaller number demonstrated more fundamental changes to teaching practices, aligning with the classification of transformation. It was shown that an important aspect of using AI is the potential for errors, making it crucial to maintain a critical perspective on the answers provided. The deductive analysis concluded that AI has predominantly been used as amplification, suggesting that it can enhance the effectiveness of teaching. Further studies in this area should focus on investigating the long-term effects of the use of AI in mathematics education.