Mathematics teachers’ AI literacy, anxiety, and perceptions of AI integration in mathematics education: a mixed-methods study

Resumo

Abstract Background The rapid advancements in artificial intelligence (AI) technologies are fundamentally transforming mathematics teaching processes and offering new pedagogical opportunities within instructional environments. However, the effective use of these technologies is closely related to mathematics teachers’ levels of knowledge, awareness, attitudes, and skills regarding AI. The purpose of this study is to examine the relationship between mathematics teachers’ AI literacy and AI anxiety, to conduct an in-depth analysis of their perceptions regarding the integration of AI into mathematics education, and to evaluate the effects of variables such as watching AI-related films, technology use, and age on this process. Methods This study employed a mixed-methods design. In the quantitative phase, a predictive correlational model was employed, while in the qualitative phase, a case study approach was utilized. Data were collected from 251 mathematics teachers working in various regions of Türkiye. The quantitative data were analyzed using a range of statistical analysis techniques, whereas the qualitative data were evaluated through content analysis. Results The findings indicate that mathematics teachers’ levels of AI literacy are above average, whereas their levels of AI anxiety are below average. A significant and negative relationship was found between AI literacy and AI anxiety. Furthermore, the level of technology use in mathematics instruction was identified as the strongest predictor of both AI literacy and AI anxiety. The results also revealed that mathematics teachers’ most prominent anxiety is that the excessive use of AI tools may weaken students’ independent thinking and problem-solving skills. In addition, anxiety regarding the potential weakening of the teaching role and the possibility that AI could replace teachers were also noteworthy. Conclusions Professional development programs should encompass not only the fundamental technological features of AI but also its pedagogical contributions to mathematics instruction. Mathematics teachers should be provided with opportunities to observe how AI supports key instructional processes such as differentiated instruction, formative assessment, and conceptual visualization. Furthermore, training modules should aim to develop teachers’ abilities to critically evaluate AI-generated mathematical content in terms of accuracy and pedagogical appropriateness. Through such targeted training, teachers can enhance their AI literacy and create safe and pedagogically meaningful digital learning environments for their students.

Dados da obra

Tipo

Artigo

Periódico

BMC Psychology, v. 14, n. 1, p. 1-19

Editora

BMC

Ano

2025 (2025-12)

Idioma

en

Palavras-chave

Artificial intelligence; Mathematics teacher; Literacy; Anxiety; AI literacy; AI anxiety; mathematics teachers; teacher perceptions; teacher professional development; AI replacing teachers; critical evaluation of AI-generated content

Temas

Avaliação, Formação de Professores de Matemática, Resolução de Problemas

DOI

10.1186/s40359-025-03836-0

ISSN

2050-7283

Licença

cc-by-nc-nd

Acesso

Acesso aberto

Fontes

DOAJ — Directory of Open Access Journals; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026