REVIEW OF RELATED LITERATURE

Artificial Intelligence main function in education is to keep students engaged more in learning,
and it allows teachers to teach creatively, quickly adopt, and provide lesson plans to all students
in their class (Jeremy Bowman, 2023). In this literature review, the complex relationship between
learning with AI apps, students access in using AI apps, and improvement of the users using AI
apps. By synthesizing existing literature, the review aims to explore the effectiveness of
Artificial Intelligence apps on solving mathematical problems. This comprehensive analysis
seeks to shed light on the effects of using AI apps on solving mathematical problems, particularly
within the context of senior high school education, where students have a difficulty in analyzing
and solving mathematical problems, especially the STEM students.
Learning with AI Apps
The University of Science and Technology of Southern Philippines, Cagayan de Oro City,
Philippines. This literature review aims to explore the integration of Artificial Intelligence (AI) in
mathematics education for Generation Alpha students. It examines approaches, challenges,
considerations, and assesses the readiness of Philippine tertiary mathematics classrooms for AI
integration within the context of Generation Alpha students (Melchor et. al., 2023).
In addition, A systematic literature review (SLR) was conducted using established and robust
guidelines. We follow the preferred reporting items for systematic reviews and meta-analyses
(PRISMA). We searched ScienceDirect, Scopus, Springer Link, ProQuest, and EBSCO Host for
20 AI studies published between 2017 and 2021. The findings of the SLR indicate that AI
approach used in mathematics education for the samples studied were through robotics, systems,
tools, teachable agent, autonomous agent, and a comprehensive approach. A research was also
conducted in the Department of Mathematics, Faculty of Science and Mathematics, University
Pendidikan Sultan Idris, Perak, MALAYSIA. Our finding indicated that robotics was the most
popular approach of AI in mathematics education among other approaches which were systems,
tools, teachable agent, autonomous agent and a comprehensive approach (Mohamed et.
Al.,2022).
According to Barana et al.,2023, at Department of Molecular Biotechnology and Health
Sciences, University of Turin Via Nizza 52, 10126 Torino, Italy. This study propose
mathematical problem solving activities to be carried out with the aid of ChatGPT, showing how
problem solving and critical thinking continue to be pivotal in solving mathematical problems,
even if this is performed with the aid of AI. Where they asked 40 university students to solve the
six problems in group with the aid of ChatGPT during an international module on Problem
Solving and Critical Thinking and collected the tutors’ observations about the activities.
The United Nations Educational, Scientific, and Cultural Organization (UNESCO), the interest
in learning among students in Indonesia is still relatively low, ranking 64th out of 120 countries.
In 2007, the Global Institute reported that only 5% of students could solve high-level problem-
solving tasks. This study aims to assess student responses, learning interests, and mathematical
problem-solving skills following the implementation of Linktree. Linktree is an e-learning
platform that offers ease in managing information despite being HTML-based (Riyati &
Winarso, 2024).
A study from The University of Papua New Guinea, In the rapidly changing educational
landscape, the integration of AI-powered adaptive learning systems has become a disruptive
force. The goal of this study was to investigate these platforms' usefulness experimentally in the
context of mathematics education. The results contribute to the ongoing discussion regarding
how technology defines contemporary educational practices. The study's findings demonstrate
that learning outcomes and engagement metrics are significantly impacted by AI-powered
adaptive learning systems. Individualised learning experiences are attractive and effective, as
evidenced by the experimental group's longer platform usage and higher frequency of
interactions. The group's post-assessment scores showed a significant improvement, suggesting
that the platforms are effective in raising students' mathematical competency. These results
confirm and amplify those of previous research (Davies, A., Veličković, P., Buesing, L. et al.
2021).
Another research was conducted in the Saint Mary's University where the findings of the
research study led the researchers to the following recommendations: (1) Students should use AI-
powered Calculators while still maintaining basic problem-solving skills in Mathematics. (2)
Future researchers should conduct further studies on the effectiveness of the developed research-
based learning strategies using an AI calculator on students who are guaranteed to use them to
receive more accurate results. They are also recommended to survey two groups of respondents;
one group are those who use Artificial Intelligence powered calculators, and the other are those
who don’t use them, in order to compare the results and observe if there is any difference in their
academic performance in Mathematics (Afidchao et. al. 2023).
According to Melchor et al.,2023, the integration of Artificial Intelligence (AI) in
mathematics education holds immense potential to revolutionize the learning experience for
Generation Alpha students despite challenges related to infrastructure, quality assurance, social
interaction, and data privacy. AI offers personalized instruction, fosters critical thinking skills,
and prepares students for the challenges of the digital age. Approaches such as robotics,
gamification, AI-assisted teaching, and virtual reality provide innovative and engaging methods
to enhance mathematics education. Meanwhile, the readiness of Philippine tertiary mathematics
classrooms for AI integration shows progress, with initiatives promoting AI in education, the
adoption of smart campus technologies, and collaboration between government and universities.
However, improvements in digital literacy, infrastructure, and budget allocation are needed. By
effectively addressing these challenges, the Philippines can unlock the benefits of AI integration,
empowering Generation Alpha students for a future driven by AI.
The findings of this study add to the expanding body of information on the efficacy
of AI-powered adaptive learning systems in mathematics education. The beneficial impact on
engagement and learning outcomes demonstrates how these platforms have the potential to
change traditional education. As technology continues to transform educational environments,
educators, politicians, and researchers must work together to maximize AI's potential while
mitigating its drawbacks. By wisely and responsibly adopting AI-powered platforms, we may
 pave the path for a more customized, effective, and inclusive era of education (Dabingaya,
2022).
In the Department of Didactics and School Organization, University of Granada, University
of Seville, Department of Pedagogy, University of Jaén, Spain. The systematic review carried out
aimed at analyzing the impact of different AI components and computational sciences on student
performance. The search resulted in 25 quasi-experimental studies with experimental and control
groups, and/or hybrids, incorporating, in addition, qualitative strategies, which examined the
positive effects of applying AI and computational sciences with respect to traditional methods.
This study follows the guidelines of the PRISMA Statement (Page et al., 2021).
The search was conducted on Web of Science (WOS) and Scopus databases, due to their
prestige and scope in education research. Among the findings obtained in these studies, there are
common results and objectives: many of them sought to understand complex concepts in subjects
classified as “difficult” and to strengthen and improve the students’ attitude towards the subject
and, in some cases, to establish collaborative strategies among students (Martinez et. Al).
Students access in using AI Apps
Ruiz et al.(2023) discovers the study show that students have a high level of confidence
in the accuracy of ChatGPT’s answers, with a high percentage of correct responses when
compared to the numerical solutions provided in the activities. Furthermore, ChatGPT not only
provides solutions to the mathematical problems posed but also offers a step-by-step guide to the
process required for their solution, which enhances the student’s understanding of the problem-
solving process. Nevertheless, it is important to note that the use of ChatGPT may have
implications for the development of critical thinking and problem-solving skills in students.
A study finds the dominant theme for students’ expectation, which is AI can provide
systematic explanation, feedback, guidance, or another way of math formula that can be used as
an alternative in solving questions. In addition, some mathematics topics that might be infused
by AI technology are proposed by students. Referring on the findings, it is expected that
educators in Indonesia are tangibly pushed to utilize the model of ITS in mathematics and
attempt to fulfill the students’ suggestions related to mathematics topics which can potentially be
developed with AI. The list of mathematics topics compiled from participants’ responses can
serve as reference for other researchers in Indonesia and outside of Indonesia to introduce AI
with the ITS model. Other findings on the implementation of AI are also expected to broaden
perceptions and insights. In the end, the technologically infused mathematics learning in
Indonesia should be intentionally introduced and used widely (Booc et. al. 2023).
Isnaini et. al. (2022), investigate student responses toward the use of android-based media
assisted by Smart Apps Creator for mathematics learning. The study used an experimental
method One-Shot Case research design. As their participants are the second semester students in
the Department of Management. Research samples were 2B MAN students chosen by random
cluster sampling. The researchers found the result of their research and concluded: (1) the
average of student responses to the use of Android-based learning media assisted by Smart Apps
Creator was 88.08% which is categorized powerful ad category; (2) the average of students' self-
 regulated learning was 75.87% described as a strong category; (3) The results of hypothesis test
showed there was an effect of using Android-based Mathematics learning media assisted by
Smart Apps Creator on student self-regulated learning.
The authors examined a tablet computer application (iPad app) for its effectiveness in
helping students studying prealgebra to solve mathematical word problems. Students answered
more mathematics problems correctly when using the iPad app and, overall, teachers reported
that their students were more motivated with the app than with their traditional literacy medium.
The study results suggest the promise of using assistive technology to provide instruction and
reinforcement to students learning pre-algebra mathematics skills. Future work that provides
additional content to users would be valuable (Beal & Penny, 2018).
Improvement of the users using AI apps
(Yasona & Gonzales, 2022) done in Lumban National High School, Lumban, Laguna. This
study determines the level of the attributes of Digi-tech apps, student’s mathematical skills, the
significant difference on the level of students’ mathematical skills before and after the utilization
of Digi-tech apps, and the significant effect on the mathematical skills of the students. With the
respondents Grade 8 students of Lumban National High School, Lumban, Laguna, School Year
2021-2022.
Moreover, a randomized controlled trial investigating the effect of using virtual
manipulatives to improve preschool students’ early mathematics skills. One hundred thirty-two
preschool children were randomly assigned to nine sessions of adaptive computerized counting
or comparison with virtual manipulatives, or to a typical instruction control group (Desoete et.al.,
2016).
Futhermore, Twenty-nine relevant primary studies published in national and international
journals and proceedings during 2011 – 2020 were analyzed using the systematic review and
meta-analysis. The analysis tool used the Comprehensive Meta-Analysis (CMA) software by
selecting the formula of Hedge to determine its effect size. The result showed that the overall
PBL implementation had a medium positive effect (g = 0,743; p less than 0,05), significantly
enhancing the MPSS of Indonesian JHS students based on the random effect model (Suparman
et.al., 2021).
According to Barana et. al.,2023 from Department of Molecular Biotechnology and
Health Sciences, University of Turin Via Nizza 52, 10126 Torino, Italy. This study propose
mathematical problem solving activities to be carried out with the aid of ChatGPT, showing how
problem solving and critical thinking continue to be pivotal in solving mathematical problems,
even if this is performed with the aid of AI. Where they asked 40 university students to solve the
six problems in group with the aid of ChatGPT during an international module on Problem
Solving and Critical Thinking and collected the tutors’ observations about the activities.
To add up, using assessment techniques that provide students with an intellectual
challenge rather than memory recall. Several barriers can impede critical thinking instruction.
Lack of training, limited resources, biased preconceptions and time constraints conspire to negate
learning environments that promote critical thinking. However, actively engaging students in
project-based or collaborative activities can encourage students’ critical thinking development if
instructors model the thinking process, use effective questioning techniques and guide students’
critical thinking processes. The examples provided challenge instructors to think of students as
users of information rather than receivers of information (Peter, 2012)
Moreover, the present study focuses on a group of first year university students who take
up a Mathematics subject. They are exposed to the rigors of open ended or ill structured problem
solving through online discussion forums, as a mechanism to initiate and encourage higher order
mathematical thinking and a culture of inquiry. Their thought processes are analyzed through a
critical thinking model; their responses to the said approach are sought through a survey. The
problem being pursued by the authors here is to measure critical thinking during problem solving
in Mathematics among the first year university students. The online discussion forums were used
as a medium to expose students to the facets of open ended/ill structured problem solving (Jacob
& Sam, 2008).
Rane, Nitin (2023) thiis study concludes that AI-powered tools like ChatGPT offer a high-
quality educational support to students and educators, however, proper use and limitations should
be observed in using these tools. Student needs to learn to not totally rely on AI apps, critical
thinking and self efforts should be put into practice by students. This research was conducted in
Vivekanand Education Society's College of Architeture (VESCOA), Mumbai, India.
Futhermore, an advanced language processing artificial intelligence (AI) developed by
OpenAI. The results of the chat transcripts edited with ChatGPT suggest that the future of
mathematics teaching will see the integration of technology and AI to provide personalized
learning experiences, blended learning environments, and computational thinking, data literacy,
and statistics. Problem-solving, critical thinking, and interdisciplinary connections will continue
to be emphasized, and equity and inclusion will remain crucial. AI is expected to revolutionize
mathematics education, but thoughtful implementation, ongoing professional development, and
pedagogical considerations are essential (Supriyadi & Kuncoro, 2023).
A study from Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301,
Richmond Hill, Ontario, Canada. With a participants of 18 grade 9 students in a Thai secondary
school. This study discovered that students' posttest achievement, satisfaction with lesson plans,
and math problem-solving skills were all significantly enhanced by applying applied cooperative
learning and Polya's problem-solving approach (Yapatang et. al., 2022).
Overall, in this study, we have widely focused on the role of AI in mathematics
development and the education of intelligent tutoring systems for Internet educational
experiences. Using AI apps for solving mathematical problems can be highly beneficial. They
can provide quick and accurate solutions, assist in understanding complex concepts, and offer
personalized learning experiences. However, it's important to use them as tools to complement
learning rather than relying solely on them, as understanding the underlying principles is crucial
for mastery.AI apps can greatly enhance various aspects of our lives, from simplifying daily
tasks to providing personalized recommendations and assistance. Overall, the potential of AI
 technology for enhancing solving in mathematical problem in education is fertile ground to be
further explored together with studies aimed at investigating the integration of technology and
educational system

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