Effectiveness of artificial intelligence utilization in elementary school mathematics learning: A systematic literature review

The use of Artificial Intelligence (AI) in elementary mathematics education is growing alongside advances in educational technology. This study aims to synthesize evidence on the effects and reported benefits of AI, identify its forms and applications, and map related research trends. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Data were retrieved from Scopus and Google Scholar using Publish or Perish, covering publications from 2021 to 2025. Of 454 records identified, 15 studies met the inclusion criteria and were analyzed. The findings indicate that AI is associated with reported benefits in mathematics achievement, problem-solving, motivation, self-directed learning, mathematical disposition, mathematical literacy, personalized learning, and teacher support, although the strength of evidence varies across study designs. AI applications include ChatGPT, chatbots, Intelligent Tutoring Systems (ITS), AI-assisted instruction, AI-assisted Problem-Based Learning (AI-PBL), AI-powered e-modules, and AI-supported learning platforms and media. Research trends show increasingly diverse AI applications and research directions rather than a uniform progression. Overall, AI shows promising potential to support adaptive, interactive, and student-centered elementary mathematics learning, although its educational value depends on appropriate pedagogical integration and learning context.