Scoping review demonstrates modest empirical support for computer-based math interventions in students with ADHD, highlighting an urgent need for validated artificial intelligence approaches.
Students with attention-deficit/hyperactivity disorder (ADHD) often experience difficulties in mathematics related to attention, working memory, and executive functioning. Although technology-based interventions (TBIs) and emerging artificial intelligence (AI) technologies offer opportunities for personalized support, evidence concerning their use in mathematics education for students with ADHD remains fragmented. This scoping review mapped the literature on technology-supported mathematics interventions, focusing on intervention types, targeted cognitive barriers, educational outcomes, and evidence gaps. Following JBI scoping review methodology and PRISMA-ScR guidelines, 37 peer-reviewed studies published between 2010 and 2026 were identified and categorized into four tiers according to their alignment across technology, ADHD, and mathematics. Findings revealed a bimodal technology landscape, with established computer-based interventions showing modest empirical support, while AI-supported approaches remained largely theoretical and lacked empirical validation. Reported mathematics-related outcomes were heterogeneous across the included sources and were not directly comparable across intervention classes. Because of substantial methodological heterogeneity and the absence of formal risk-of-bias assessment, no comparative conclusions can be drawn across intervention classes. Major evidence gaps include limited empirical evaluation of AI-driven mathematics interventions, scarce longitudinal research, and underrepresentation of secondary-school populations.
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Konstantopoulou et al. (2026) studied this question.
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