Cognitive Externalization and Mathematical Self-Concept: A Systematic Review of the Impact of Artificial Intelligence on Education
DOI:
https://doi.org/10.55892/jrg.v9i20.3217Keywords:
Artificial Intelligence, Mathematics Education, Self-concept, Mathematical Identity, Cognitive Offloading, Epistemic Agency, Upper Secondary EducationAbstract
The integration of Artificial Intelligence (AI) into mathematics education has sparked a paradigmatic disruption that redefines the relationship between students and knowledge. The objective of this systematic review is to analyze and synthesize the empirical evidence (2020-2026) regarding the impact of AI tools on the reconfiguration of mathematical self-concept and identity among upper secondary school students. Adhering to the PRISMA 2020 protocol, articles were selected from high-impact databases (Scopus, WoS, ScienceDirect, and ERIC), with their methodological quality assessed using the MMAT tool. The findings demonstrate that while AI significantly reduces mathematical anxiety and optimizes procedural performance (g = 1.36), it simultaneously promotes cognitive offloading, which can lead to "false mastery". This delegation of logical processes to automated systems erodes students' epistemic agency, shifting their identity from "solution architects" to "result managers". The study concludes with the necessity of a new pedagogical paradigm based on hybrid intelligence, where critical validation literacy safeguards intellectual autonomy against algorithmic automation.
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