<![CDATA[The emergence of generative artificial intelligence (GenAI) presents new opportunities in mathematics education through interactive support, feedback, scaffolding, and problem solving, while also creating risks when AI becomes a shortcut that replaces students’ thinking processes. This study aims to map research developments on GenAI in mathematics education, identify opportunities and challenges associated with its use, and formulate directions for future research. A Systematic Literature Review (SLR) complemented by bibliometric analysis and thematic synthesis was conducted. Literature was searched through Scopus for publications from 2016 to 2025. Of 105 identified records, 45 studies met the inclusion criteria and were substantively analyzed following the PRISMA 2020 procedure. Bibliometric analysis using VOSviewer and thematic synthesis identified three major themes: AI as Learning Companion, AI as Cognitive Shortcut, and Future Research Directions. The findings reveal a shift from technology-oriented research toward pedagogical integration involving learning, teacher support, problem solving, and student–AI interaction. GenAI can strengthen learning when it supports students’ thinking processes but may undermine independence when it substitutes for mathematical reasoning. These findings highlight the importance of pedagogical design, student agency, AI literacy, teacher roles, and assessment practices that preserve students’ cognitive engagement.]]>
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