ARTIFICIAL INTELLIGENCE IN MATHEMATICS EDUCATION: OPPORTUNITIES FOR DEVELOPING FUNCTIONAL LITERACY

Abstract

This article is a structured analytical review of the opportunities and limitations of artificial intelligence (AI) in 
school mathematics education from the perspective of functional and mathematical literacy. The aim is to identify which AI functions may support particular stages of solving contextual mathematical problems and under what 
pedagogical conditions digital support strengthens rather than replaces students’ independent reasoning. The material 
includes official OECD, UNESCO and Republic of Kazakhstan documents together with open scholarly and 
methodological publications on mathematical literacy, digital learning and generative AI. A thematic analysis compared 
sources across four categories: mathematical formulation, use of mathematical procedures, interpretation of results, and 
critical verification. The review proposes an analytical framework linking “AI function — mathematical action — 
teacher control — risk”. AI appears most defensible when used to generate variants of contexts, provide feedback, 
support data analysis, and create material for verification; using AI as a source of ready-made solutions may reduce 
learner independence. The available evidence therefore supports a claim of pedagogical potential rather than an 
automatic positive effect on learning outcomes. Further empirical studies should use comparable groups, measurable 
indicators of mathematical literacy, and explicit controls for how students interact with AI.