Enhancing or Hindering Mathematical Creativity? A Systematic Literature Review of Generative AI in Secondary Mathematics Education

Dina Nur Aisiya, Habibillah Achmad Putra Fauzi, Maulida Aulia, Siti Nur Faizah, Sri Suryanti

Abstract


The development of Generative AI (Generative AI) in mathematics education has yielded mixed findings regarding its impact on mathematical creativity. This study aims to analyze the role of Generative AI in enhancing or hindering mathematical creativity and to identify the factors that determine its impact. The study employed a Systematic Literature Review following the PRISMA guidelines, analyzing 27 empirical articles obtained through Google Scholar, Elicit and Scopus that met the inclusion criteria: published between 2023 and 2026 and discussing the use of Generative AI in secondary school mathematics education. The synthesis results reveal three main findings: Generative AI supports the development of fluency, flexibility, originality, and creative problem-solving; it has the potential to hinder creativity through cognitive dependence and a decline in originality; and its effectiveness is influenced by instructional design, the teacher’s role, prompt quality, AI literacy, and students’ metacognition. These findings provide a foundation for the more effective implementation of Generative AI to foster mathematical creativity.

Keywords


Generative AI; Mathematical Creativity; Mathematics Education; Secondary Mathematics Education

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References


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