The growing adoption of AI chatbots as pedagogical assistants in mathematics education has prompted significant research; however, the pivotal role of the human teacher has been largely overlooked. This study utilizes Self-Determination Theory (SDT) as a framework to analyze how teachers fulfill fundamental student need. Accordingly, this systematic review aims to: (1) examine the roles teachers adopt when students use AI chatbots for mathematics learning, (2) analyze how these roles satisfy students’ psychological needs as defined by SDT. Based on a review of 13 articles published between 2021 and 2025, the study yields several key contributions. Theoretically, the technological pedagogical content knowledge (TPACK) framework is thereby enriched, by means of clarifying teacher roles, and linking these roles to the fulfillment of student need. Furthermore, this review proposes two directions for future research: investigating the impact of varying student proficiency levels and exploring a broader spectrum of teacher role. Ultimately, these findings provided more discerning insights into the TPACK framework and the criticality of teacher AI literacy in AI-assisted mathematics instruction.