Generative AI for Inclusive Mathematics Education: Empowering Additional-Language Learners and Their Teachers in 21st-Century Classrooms

Resumo

With the dramatic increase in the number of refugees over the past decade, implementing a 21st-century education has presented numerous challenges for teaching and learning math in multilingual and multicultural environments. Additional-language learners (ALLs) often struggle not with mathematical reasoning itself but with the linguistic and cultural demands embedded in 21st-century pedagogy. This study investigates the potential of generative artificial intelligence (GenAI) to empower additional language learners in 21st-century math classes particularly in the light of United Nations 2030 Agenda for Sustainable Development, which aims to guarantee inclusive and equitable quality education for all learners. Drawing on current literature on GenAI in education and semi-structured expert interviews, the study synthesizes how Generative AI tools such as adaptive learning systems, and language-support tools, interactive tools, and analytics dashboards can align with 21st-century pedagogical goals and the “4C” competencies of creativity, critical thinking, communication, and collaboration. Findings indicate that AI-driven tools can enhance access to mathematical discourse, personalize learning pathways, foster inclusive participation when implemented with cultural and ethical sensitivity, and relieve teachers’ workload while supporting more equitable instruction. However, the positive role of AI in 21st-century math classrooms for ALLs depends on strict human oversight, protection of learner data, sensitivity to local contexts, and institutional support for training and critical evaluation. The study examines how specific AI affordances relate to the linguistic and cultural challenges faced by ALLs, offering practical guidance for researchers, developers, and educators aiming to design inclusive, human-centered AI systems for mathematics education.