Dialogues in Play: Conversational AI and Early Mathematical Thinking

Abstract

As conversational artificial intelligence (CAI), including smart speakers, social robots, and dialogic learning apps, becomes increasingly present in children’s lives, its potential to support early mathematical thinking warrants closer attention. While existing research largely concentrates on literacy and language development, the role of CAI in early numeracy remains underexplored. This paper examines how voice-based CAI might contribute to informal mathematical thinking in early childhood. Adopting a conceptual lens, this paper synthesises existing theory and research to examine the potential roles of CAI in early mathematical learning. Grounded in sociocultural theory and dialogic pedagogy, this paper positions CAI as a potential mediator of early mathematical thinking through responsive dialogue. Four interrelated dimensions (child agency, cognitive scaffolding, mathematical language quality, and responsiveness and timing) are identified as a conceptual lens for evaluating how dialogue-based interactions with CAI may support or constrain young children’s mathematical thinking. Rather than framing CAI as a direct teaching tool, this paper explores its potential role as a dialogic partner in play-based numeracy and inquiry. The framework contributes to early mathematics education by highlighting both the promise and the limitations of CAI, offering guidance for research, technology design, and educational practice. It underscores the need for intentional, ethically informed integration of CAI that approximates the qualities of human dialogue while acknowledging current constraints in real-world use.