Trends of UsinArtificial Intelligence in School Mathematics Education: A Bibliometric Analysis

Muhammad Al Farabi* -  UIN Maulana Malik Ibrahim Malang, Indonesia
Afina Fidaroin Naja -  UIN Maulana Malik Ibrahim Malang, Indonesia

Abstract


Artificial Intelligence (AI) is emerging as a prominent mathematics education innovation with the ability to process extensive data, absorb complex patterns, and support decision making choices in a time of technological advancement. This study aims to explore research themes on AI applications in mathematics education at the school level, focusing on performance evaluation and thematic mapping. A bibliometric approach was employed, analyzing 998 publications retrieved from Google Scholar via Publish or Perish (PoP) between 2019 and 2024, with 202 articles meeting the criteria for final analysis. Data processing utilized Microsoft Excel and VOSviewer for visualization. Key findings revealed a consistent upward trend in annual publications. Citation counts were notably high, peaking at 373 citations, indicating that studies on AI in mathematics education have attracted significant scholarly attention and are considered highly influential within the academic community. Indonesia, South Korea, and the United States emerged as the top three contributors to the literature. Thematic mapping highlighted underexplored areas, including “ai tool”, “attitude”, “challenge”, “generative artificial intelligence”, “higher education”, and “middle school student”. These results underscore the necessity for expanded research on underrepresented topics, providing mathematics educators with guidance to design more relevant curricula and instructional strategies, while enabling researchers to identify concrete directions for advancing AI applications in mathematics education.

Keywords


Artificial Intelligence; Bibliometrics; Google Scholar; Mathematics Education; School.

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References


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DOI: https://doi.org/10.24952/logaritma.v13i2.14991

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