The capabilities of generative AI in mathematics education are rapidly evolving, posing significant challenges for research to keep pace. Research syntheses remain scarce and risk being outdated by the time of publication. To address this issue, we present a Living Meta-Analysis (LIMA) on the effects of generative AI-based interventions for learning mathematics. Following PRISMA-LSR guidelines, we continuously update the literature base, apply a Bayesian multilevel meta-regression model to account for cumulative data, and publish updated versions on a preprint server at regular intervals. This paper reports results from the first version, including 15 studies. The analyses indicate a small positive effect (g = 0.31) with a wide credible interval [0.06, 0.58], reflecting the still limited evidence base.

翻译：生成式人工智能在数学教育中的能力正在快速发展，这给研究保持同步带来了重大挑战。现有的研究综述仍然匮乏，并且存在发表时即已过时的风险。为解决这一问题，我们提出了一项关于生成式人工智能干预对数学学习影响的动态元分析。遵循PRISMA-LSR指南，我们持续更新文献库，应用贝叶斯多水平元回归模型来处理累积数据，并定期在预印本服务器上发布更新版本。本文报告了第一个版本的结果，包含15项研究。分析表明存在一个较小的积极效应（g = 0.31），其可信区间较宽[0.06, 0.58]，这反映了当前证据基础仍然有限。