Impact of Artificial Intelligence on the Roles of Mathematics Teachers: A Systematic Literature Review
DOI:
https://doi.org/10.66635/qnstmf75Keywords:
AI, Mathematics Education, Mathematics Teachers, Human-AI Collaboration, AI Literacy, Generative AI, Education TechnologyAbstract
Artificial Intelligence (AI) is rapidly transforming educational practices and redefining the professional responsibilities of teachers across diverse learning environments. While substantial research has examined AI adoption, learning outcomes, intelligent tutoring systems, and generative AI applications, limited attention has been devoted to understanding how AI is reshaping the roles of mathematics teachers. This systematic literature review aims to synthesize existing evidence on the evolving roles of mathematics teachers within AI-enhanced educational contexts and to develop a comprehensive framework explaining role transformation. Following the PRISMA 2020 guidelines, a systematic search was conducted across major academic databases, including Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, Taylor & Francis Online, Wiley Online Library, IEEE Xplore, and Google Scholar. Studies published between 2022 and 2026 were screened using predefined inclusion and exclusion criteria. A total of 41 empirical studies met the eligibility requirements and were subjected to thematic synthesis. The findings reveal that AI-driven transformation of mathematics teachers’ roles occurs across seven interconnected domains: (1) traditional roles retained due to inequitable access to AI, (2) human-centred roles that remain uniquely human, (3) existing roles enhanced through AI, (4) emerging AI-related roles, (5) corrective roles necessitated by limitations of AI-generated content, (6) protective roles addressing challenges arising from AI use, and (7) professional partnership roles extending beyond classroom boundaries. Based on these findings, an AI-Driven Mathematics Teacher Role Transformation Framework is proposed. The review contributes a holistic conceptualization of teacher role transformation and provides implications for teacher education, educational policy, school leadership, and future human–AI collaboration in mathematics education.
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