Comparing Gen AI adoption in pre- and in-service mathematics teachers
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Resumo
This study examines Generative Artificial Intelligence (Gen AI) integration in Swedish mathematics education by investigating readiness, usage patterns, and approaches among pre-service (N=17) and in-service (N=22) mathematics teachers. Using a mixed-methods approach within a teacher training program in spring 2025, the research addresses three questions: (1) current Gen AI readiness levels, behavioral intentions, and attitudes; (2) differences between groups in integration approaches; and (3) practical applications, challenges, and coping strategies. Data collection included quantitative readiness measures and qualitative responses about experiences. Results revealed that both career stage and usage frequency influence Gen AI adoption: career stage shapes the qualitative nature of integration (purposes, approaches, sophistication), while usage frequency emerges as a stronger predictor of learning changes and readiness levels. Pre-service teachers demonstrated higher usage for learning, while in-service teachers showed selective, professionally-informed usage despite similar readiness levels. High-frequency users reported significantly greater learning changes and higher readiness scores, highlighting hands-on experience’s role in developing AI competencies. The study identifies two distinct patterns: pre-service teachers’ developmental integration as learning scaffolds versus in-service teachers’ selective, professionally-informed integration with more sophisticated strategies. These findings contribute to understanding how mathematics educators at different career stages conceptualize Gen AI integration, informing targeted professional development and teacher training programs.
Dados da obra
- Tipo
- Artigo
- Periódico
- LUMAT International Journal on Math Science and Technology Education, v. 14, n. 1, p. 6
- Ano
- 2026 (2026-05-19)
- Idioma
- en
- Palavras-chave
- generative AI; pre-service mathematics teachers; in-service mathematics teachers; teacher readiness; behavioral intention; AI usage frequency; AI competencies; teacher professional development; instructional scaffolding; teacher attitudes toward AI
- Temas
- Formação de Professores de Matemática
- DOI
- 10.31129/lumat.14.1.2983
- ISSN
- 2323-7112
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
BUI, Phuong; VINEREAN, Mirela; LILJEKVIST, Yvonne. Comparing Gen AI adoption in pre- and in-service mathematics teachers. LUMAT International Journal on Math Science and Technology Education, v. 14, n. 1, p. 6, 2026. DOI: https://doi.org/10.31129/lumat.14.1.2983.
APA
Bui, P., Vinerean, M., & Liljekvist, Y. (2026). Comparing Gen AI adoption in pre- and in-service mathematics teachers. LUMAT International Journal on Math Science and Technology Education, 14(1), 6. https://doi.org/10.31129/lumat.14.1.2983
BibTeX
@article{bui2026,
author = {Bui, Phuong and Vinerean, Mirela and Liljekvist, Yvonne},
title = {Comparing Gen AI adoption in pre- and in-service mathematics teachers},
year = {2026},
journal = {LUMAT International Journal on Math Science and Technology Education},
volume = {14},
number = {1},
pages = {6},
doi = {10.31129/lumat.14.1.2983},
language = {en}
}RIS
TY - JOUR AU - Bui, Phuong AU - Vinerean, Mirela AU - Liljekvist, Yvonne TI - Comparing Gen AI adoption in pre- and in-service mathematics teachers PY - 2026 JO - LUMAT International Journal on Math Science and Technology Education VL - 14 IS - 1 SP - 6 DO - 10.31129/lumat.14.1.2983 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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