CONTINUOUS ASSESSMENT, GAMIFICATION, AND ARTIFICIAL INTELLIGENCE IN MATHEMATICS EDUCATION: A CRITICAL REVIEW

Abstract

Low academic performance in foundational STEM courses remains a recurring challenge in higher education, particularly in subjects such as Calculus and Statistics, which often show high failure and dropout rates. This paper is a theoretical essay and a critical literature review aimed at analyzing contributions on continuous assessment, gamification, and the use of digital technologies—including Artificial Intelligence—in mathematics education. The reviewed studies suggest that these resources can enhance engagement and learning when aligned with formative assessment practices and reflective instructional mediation. They also indicate that academic underachievement is associated with the predominance of transmission-based teaching and gaps in prior schooling, calling for systematic pedagogical interventions. The paper concludes that, although AI expands opportunities for personalization and study support, its effectiveness depends on clear pedagogical criteria, task designs that emphasize justification and process, and continuous assessment strategies that reduce reliance on automated answers.