AI-Powered Assessments in Mathematics Education: A Systematic Review of Contemporary Research Literature

Yıl 2025, Sayı: 66, 3642 - 3674, 29.12.2025

Rusen Meylani

https://doi.org/10.53444/deubefd.1527781

Öz

This paper explores the use of artificial intelligence (AI) technology in assessments within the context of mathematics education, addressing the need for creative assessment methods in light of the changing nature of education. The primary source of the issue is the shortcomings of conventional assessment techniques, which often fall short of providing prompt, personalized feedback necessary to improve student learning outcomes. The paper examines how AI-powered technologies are changing assessment procedures by providing accurate assessments, customized learning paths, and increased engagement. It does this by synthesizing current material using a systematic review technique. According to the research, AI tools that support critical thinking and problem-solving abilities also considerably improve evaluation objectivity and accuracy. These tools include Intelligent Tutoring Systems (ITS) and AI-powered calculators. According to the findings, these tools facilitate data-driven decision-making, enabling teachers to customize education to each student's requirements and resolve differences in assessment results. The research underscores AI's role in fostering a diverse and equal learning environment, thereby contributing to positive social impact. However, it also addresses practical, ethical, and technological difficulties. To sum up, integrating AI into math exams has much potential to change education, but further study and deliberate application are needed to fulfill this promise and overcome current constraints fully.

Anahtar Kelimeler

Artificial Intelligence , Mathematics Assessments , Individualized Learning , Educational Technology , Intelligent Tutoring Systems , Adaptive Learning

Etik Beyan

This is a review article. Therefore there has not been any need for IRB permissions. This article has not been produced from a thesis, project or a conference paper.

Matematik Eğitiminde Yapay Zeka Destekli Değerlendirmeler: Çağdaş Araştırma Literatürünün Sistematik Biçimde İncelenmesi

Öz

Bu çalışma, Yapay Zeka (YZ) teknolojilerinin matematik değerlendirmelerinde uygulanmasını, değişen eğitim ortamı ve yenilikçi değerlendirme çözümlerine duyulan ihtiyaç bağlamında incelemektedir. Problemin merkezinde, geleneksel değerlendirme yöntemlerinin genellikle öğrenci öğrenme sonuçlarını geliştirmek için gerekli olan, zamanında ve kişiselleştirilmiş geri bildirimi sağlayamaması yer almaktadır. Sistematik bir inceleme metodolojisi kullanarak, çalışma YZ destekli araçların, hassas değerlendirmeler sunarak, kişiselleştirilmiş öğrenme deneyimleri ve artırılmış katılım yoluyla değerlendirme uygulamalarını nasıl yeniden şekillendirdiğini araştırmak için çağdaş literatürü sentezlemektedir. Bulgular, Akıllı Öğretim Sistemleri ve YZ tabanlı hesap makineleri gibi YZ teknolojilerinin, değerlendirmelerin doğruluğunu ve nesnelliğini önemli ölçüde artırırken eleştirel düşünme ve problem çözme becerilerini teşvik ettiğini ortaya koymaktadır. Sonuçlar, bu teknolojilerin veri odaklı karar verme süreçlerini destekleyerek eğitimcilerin, bireysel öğrenci ihtiyaçlarına göre öğretimi uyarlamasına ve değerlendirme sonuçlarındaki farklılıkları gözeterek bireyselleştirilimiş eğitime olanak tanıdığını göstermektedir. Çalışma, YZ’nin kapsayıcı ve adil bir eğitim ortamı oluşturmadaki faydalarını vurgulamakla birlikte teknik, etik ve uygulama konularına ilişkin zorlukları da vurgulamaktadır. Sonuç olarak, matematik eğitiminde değerlendirmelerde YZ entegrasyonu, eğitimi geliştirmek açısından önemli vaatlerde bulunmaktadır; ancak var olan potansiyelin tam olarak gerçekleşebilmesi ve mevcut sınırlamaların en aza indirgenebilmesi için sürekli araştırma-geliştirme ve stratejik uygulama faaliyetleri gerekmektedir.

Anahtar Kelimeler

Yapay Zeka , Matematik Değerlendirmeleri , Kişiselleştirilmiş Öğrenme , Eğitim Teknolojisi , Akıllı Öğretim Sistemleri , Uyarlamalı Öğrenme

Etik Beyan

Bu bir derleme çalışmadır. O nedenle etik kurul izni gerekmemiştir. Ayrıca bu çalışma herhangi bir tez, proje veya bildiriden üretilmemiştir.

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