From problem-solving to reasoning: a systematic review of cognitive gaps resulting from the use of AI in mathematics learning
https://orcid.org/0000-0002-0164-1059
Artificial intelligence has made it easier for students to solve mathematical problems and perform calculations, but if its use lacks a pedagogical purpose aimed at developing mathematical thinking, gaps may emerge. This study examined the cognitive gaps identified in the literature by analyzing bibliographic sources through a systematic review following the PRISMA protocol, covering studies published between 2022 and 2026. After applying the four inclusion and exclusion criteria, the search yielded a total of 60 studies. The findings indicate that students perform well when assisted by AI, but that performance is not sustained when they work without it. They lose the ability to develop mathematical reasoning and argumentation, rely on the tool rather than their own personal effort, and exhibit less metacognitive control and self-regulation of their own learning. These gaps are accentuated in the absence of pedagogical mediation. Consequently, it is concluded that the problem lies not with AI itself but with the way it is used without a formative intent. That is why teachers must transform this tool into a scaffold for mathematical reasoning.
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