Most ITS applications augment existing mathematics teaching practices rather than transform instruction, indicating technological sophistication does not independently determine pedagogical value¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Son's (2024) synthesis using the SAMR framework found many ITS applications augmented existing practices while fewer transformed instruction. → Ogunsakin IB 2026

Evidence¶

Ogunsakin IB 2026¶

Ogunsakin IB, Ayanwale MA, Falebita OS and Felemu OJ (2026) Reimagining mathematics education through intelligent tutoring: evidence, opportunities, and implementation challenges. Front. Educ. 11:1943906. https://doi.org/10.3389/feduc.2026.1943906

q2 · i? · review · r2

The review reports this second-hand from Son's (2024) synthesis, attributing the SAMR-based finding to that source. It supports the review's conclusion that an ITS may automate conventional exercises without substantially improving mathematical reasoning or conceptual learning.

"Son’s (2024) synthesis using the SAMR framework indicated that many ITS applications augmented existing practices by providing automated feedback and individualised assistance. Fewer applications transformed instruction by enabling learning activities that would otherwise have been difficult to implement."

Discussion¶

Related Claims¶

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