Journal of Global Research in Education and Social Science

Intelligent technologies are becoming an important component of mathematics education as schools seek to improve instructional precision, learning support, assessment, and teacher professional development. This review examines how intelligent technology has been integrated into mathematics education in China and identifies the main research themes, reported outcomes, challenges, development pathways, and methodological features in the existing literature. A narrative literature review and content analysis were conducted using 30 highly relevant CNKI-indexed publications on intelligent technology empowering mathematics education published between 2020 and 2025. The review indicates that current studies mainly focus on five dimensions: application scenarios, empowerment outcomes, challenges, development pathways, and research methods. Intelligent technologies are commonly discussed in relation to personalised learning, teaching resource generation, classroom interaction, integrated teaching-learning-assessment systems, and teacher role transformation. Reported benefits include improved teaching precision, richer learning experiences, more timely feedback, and support for data-informed teaching. However, the evidence base remains uneven. Many studies rely on case studies, classroom-practice summaries, or short-term empirical designs, while large-scale and long-term evidence remains limited. The review also identifies concerns regarding teacher digital literacy, student dependence on technological tools, data privacy, algorithmic bias, and unequal access to intelligent resources. Overall, effective integration requires closer alignment between technology, pedagogy, mathematics-specific learning needs, teacher capacity, and ethical governance.