Transforming Mathematics Education in the Era of Generative AI: From Problem Solving to AI-Supported Mathematical Reasoning

Baharuddin

doi:10.63922/ijeter.v4i04.6922

Baharuddin Department of Mathematics, State University of Makassar, Indonesia

DOI: https://doi.org/10.63922/ijeter.v4i04.6922

Keywords: Generative AI, mathematics education, mathematical reasoning, problem solving, cognitive scaffolding

Abstract

The development of Generative Artificial Intelligence (GenAI) has brought significant changes to mathematics education, particularly in problem-solving processes and mathematical reasoning. This study aims to analyze the transformation of GenAI utilization from an answer-generating tool into a facilitator of mathematical reasoning. The study employed a Systematic Literature Review (SLR) of relevant studies published between 2023 and 2026. The data were analyzed thematically to identify patterns of AI utilization, the role of AI in mathematical thinking processes, and the implications for mathematics education. The findings indicate that GenAI can be used not only to generate solutions but also to function as a cognitive scaffold by providing guiding questions, alternative strategies, feedback, error detection, and support for reflection. These findings suggest a shift from conventional problem solving toward AI-supported mathematical reasoning, in which learners remain the primary agents of their thinking processes while AI serves as a supportive tool. This transformation necessitates changes in teachers’ roles, instructional design, and assessment practices, with greater emphasis on mathematical reasoning, argumentation, verification, and reflection. Therefore, the integration of GenAI should be directed toward enhancing the quality of students’ mathematical reasoning rather than replacing their thinking processes.

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