Mathematics education in conflict-affected regions presents a unique cognitive, emotional, and structural challenge. This study investigates the mathematical learning patterns of Syrian students, focusing on misconceptions, error types, and the influence of socio-economic instability on cognitive performance. Drawing from real observations, student interactions, and large-scale educational engagement through online platforms, this research identifies the core reasons behind widespread mathematical struggles and proposes AI-driven solutions tailored to low-resource environments. The study highlights how resilience, self-learning, and adaptive intelligence can transform mathematical understanding even in the absence of traditional educational support
Hala Ahmad (2026) studied this question.