Systematic Mapping on Inclusion, Artificial Intelligence, and their Impacts on Mathematics Education

Connections and Approaches for Early Childhood and Elementary Education

Abstract

With the emergence of generative AI in the late 2010s, new possibilities opened up for personalizing and adapting teaching to students' needs, including in inclusive education contexts. Given this scenario, this work aims to analyze which AI tools are being used in inclusive contexts in mathematics teaching in early childhood education and elementary school – early years. To this end, a systematic mapping of the national scientific production available in the CAPES Periodicals Portal and in the proceedings of the National Meeting on Inclusive Mathematics Education was carried out. As data collection instruments, previously defined descriptors were used, combined with Boolean operators, in addition to inclusion and exclusion criteria for study selection. The data were organized in spreadsheets to record the evidence found and subjected to descriptive and categorical analysis, considering the identification of AI tools, educational contexts, and inclusive approaches present in the works. The searches did not identify specific studies on the use of AI in an inclusive approach aimed at these levels of education. This finding highlights a gap in the literature and reinforces the need for pedagogical proposals that articulate AI, inclusion, and mathematics teaching in the early years of schooling. Above all, the relevance of the topic points to the urgency of investments in research that promote inclusive practices mediated by emerging technologies.