AI-Scaffolding and Neuropedagogy in Elementary Mathematics: A Scoping Review Sendi Ramdhani, Riandi Marisa, Puryati, Uliya Khoirun Nisa, Amalia Sapriati
Universitas Terbuka
Abstract
Elementary mathematics learning requires instructional designs that foster not only conceptual understanding but also critical reasoning and student autonomy. In the era of artificial intelligence, AI-based scaffolding offers adaptive support for learners, while neuropedagogy provides a brain-informed foundation for designing meaningful learning experiences. However, the integration of these two perspectives in elementary mathematics education remains insufficiently explored. This study aims to map research trends and identify key characteristics of AI-scaffolding and neuropedagogical approaches in elementary mathematics learning. The study employed a scoping review method through the stages of identification, screening, data extraction, and thematic synthesis of relevant scholarly publications. The findings indicate that AI-scaffolding has been increasingly used to provide personalized feedback, adaptive tasks, and learning support, while neuropedagogical principles emphasize attention, emotion, memory, and cognitive readiness in instructional design. The review also shows that both approaches have the potential to strengthen students^ critical reasoning and learning autonomy, although empirical studies at the elementary level remain limited. In conclusion, integrating AI-scaffolding and neuropedagogy offers a promising direction for developing adaptive and human-centered mathematics learning designs in elementary education.
