Address infrastructure, accessibility, teacher preparedness, curriculum alignment, data governance, and institutional support when scaling AI-supported mathematics learning¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 2 studies (2 review), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The review identifies implementation conditions shaping ITS effectiveness: "infrastructure, accessibility, teacher preparedness, curriculum alignment, data governance, and institutional support". Scaling requires attention to affordability, interoperability, technical support, and responsible data governance, because technical scalability does not equal equitable educational access. A platform may serve many users while remaining inaccessible to learners without devices, connectivity, electricity, digital literacy, or teacher assistance.

Design Implications¶

Context¶

Requirements¶

• Affordable, reliable infrastructure and device access; curricular and linguistic alignment of content; institutional support and data governance arrangements.

Constraints¶

• Without these conditions, the review states AI may reproduce or intensify existing educational inequalities rather than expand meaningful learning opportunities.

Target Learners¶

• mathematics learners in under-resourced and Global South settings, and learners with limited digital access

Target Learning Goals¶

• equitable access to personalised mathematics support and sustained implementation of ITS-based instruction

Affordances¶

• Ai Powered Math Learning Conceptual Model

Claims¶

• Infrastructure and access constraints were reported in 18 of 54 studies (33%) as the second higher-order technical limitation category [+W]
• Infrastructure, connectivity or limited access is the most frequent barrier (45.2%) to digitally supported teacher education [~W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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