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All Journal Journal of Education Method and Learning Strategy Malewa: Journal of Multidisciplinary Educational Research
Ximenes, Salvador
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Artificial Intelligence in Mathematics Education: A Systematic Review of Opportunities, Challenges, and Pedagogical Implications Ximenes, Salvador
Journal of Education Method and Learning Strategy Том 3 № 03 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i03.1871

Abstract

This systematic literature review is a study of the opportunities, difficulties, and educational implications of adopting artificial intelligence (AI) in mathematics education at the tertiary level in Timor-Leste. The review incorporates the international evidence collected based on 31 peer-reviewed studies published between 2016–2025 and presents it, given the realities of a higher education system in a developing country. These results demonstrate that AI, especially large language models like ChatGPT, has significant potential in terms of personalised instruction, customised feedback, and additional tutoring, which would solve the issue of teacher shortages and increase student interest. Despite these, there are still several obstacles, which include threats to academic integrity, algorithm biases, misalignment between cultures/languages, and a lack of infrastructure, particularly in rural areas. The review highlights the necessity of culturally responsive AI design and the development of ethical literacy among educators and learners, as well as the need to adapt to local pedagogical models to ensure equitable and effective application. It finds that AI can be a game changer in mathematics education in Timor-Leste, which should be implemented strategically, in a context-sensitive way, and through strong policies, infrastructure investment, and long-term teacher education leadership.
Building Literacy and Numeracy in Multilingual Classroom: A Critical Review of Pedagogical Strategy and Policy Challenge in Timor-Leste Ximenes, Salvador
Malewa: Journal of Multidisciplinary Educational Research Vol 3 No 2 (2025): MALEWA: Journal of Multidisciplinary Educational Research
Publisher : Yayasan Dharma Lentera Khatulistiwa (MALEWA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61683/jome.v3i02.266

Abstract

Literacy and numeracy are the competencies that facilitate lifelong learning, but their development is one of the major challenges in the multilingual setting, as happens in Timor-Leste. This paper presents a critical literature review, which synthesises current research, policy reports, and educational practices to investigate the barriers and opportunities to learn literacy and numeracy in primary schools. The results indicate that systemic limitations, language barriers between home and school languages, and a lack of pedagogical materials are barriers to successful learning. Specifically, the prevalence of Portuguese as the language of instruction has been known to interfere with early childhood learning among children, and the lack of teacher training leads to the worsening of inequalities in classroom performance. However, the review identifies new strategies that can increase student engagement and performance. The new strategies include mother tongue/translingual approaches, culturally responsive teaching, multiliteracies, and the incorporation of literacy and numeracy education in both local and social contexts. The evidence shows that literacy and numeracy are interdependent and that teacher professional development is conclusive. The review concludes that long-term development demands consistent language policies, an equal distribution of resources, and education for teachers.
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