ARTIFICIAL INTELLIGENCE IN MATHEMATICS EDUCATION: OPPORTUNITIES FOR DEVELOPING FUNCTIONAL LITERACY

This article is a structured analytical review of the opportunities and limitations of artificial intelligence (AI) in school mathematics education from the perspective of functional and mathematical literacy. The aim is to identify which AI functions may support particular stages of solving contextual mathematical problems and under what pedagogical conditions digital support strengthens rather than replaces students’ independent reasoning. The material includes official OECD, UNESCO and Republic of Kazakhstan documents together with open scholarly and methodological publications on mathematical literacy, digital learning and generative AI. A thematic analysis compared sources across four categories: mathematical formulation, use of mathematical procedures, interpretation of results, and critical verification. The review proposes an analytical framework linking “AI function — mathematical action — teacher control — risk”. AI appears most defensible when used to generate variants of contexts, provide feedback, support data analysis, and create material for verification; using AI as a source of ready-made solutions may reduce learner independence. The available evidence therefore supports a claim of pedagogical potential rather than an automatic positive effect on learning outcomes. Further empirical studies should use comparable groups, measurable indicators of mathematical literacy, and explicit controls for how students interact with AI.