Artificial Intelligence in Education: Mathematics Teachers’ Perspectives, Practices and Challenges

Resumo

Efforts have been made to include artificial intelligence (AI) in teaching and learning; nevertheless, the successful deployment of new instructional technology depends on the attitudes of the teachers who conduct the lesson. Few scholars have researched teachers' perspectives on AI use due to a general lack of expertise on how it can be used in the classroom, as well as a lack of specific knowledge about what AI-adopted tools would be like. This study investigated mathematics teachers’ perceptions of implemented AI systems and applications in Abu Dhabi Emirate schools. The sample study consists of 580 male and female math teachers from public and private schools across three educational regions in Abu Dhabi selected based on several qualifications and experiences. The research followed the descriptive analytical approach due to its suitability to the study’s context. The results revealed thatAI could be used as an educational tool to facilitate teaching and develop students’ performance by including AI systems and applications in the curricula. They increased motivation for learning, encouraging challenge, competition, and suspense among students and considering their differences. The results also showed the most critical challenges that math teachers face in applying AI systems and applications, the most prominent of which are the need to exert more effort than thetraditional method whenusing different AI systems and applications and the pressures placed on them, which prevent them from using AI in teaching. Additionally, the findings revealed no statistically significant differences in mathematics teachers’ perspectives regarding the importance of using systems and applications of AI in teaching; however, statistically significant differences were found in the math teachers’ challenges when applying AI systems and applications in teaching according to the educational qualifications, especially among math teachers who have masters’ degrees. These results can be used as a foundation for creating guidelines for the future integration of AI education in schools since they report teachers’ experiences utilizing the system and various considerations regarding its implementation Reason for Expression of Concern: The Editors wish to alert readers to potential concerns regarding the reliability of the findings reported in ``Artificial Intelligence in Education: Mathematics Teachers' Perspectives''. The journal has initiated an additional editorial assessment of the article's methodology, data provenance, and reported outcomes to confirm their reliability and reproducibility. This notice is issued to ensure transparency while the review is ongoing. The Expression of Concern does not constitute a final determination regarding the validity of the work. The journal will update readers once the assessment is completed and will take any necessary editorial action in accordance with the journal's policies and COPE guidance. See expression of concern available at: DOI: https://doi.org/10.52866/2788-7421.1379. Available at: http://ijcsm.researchcommons.org/ijcsm/vol7/iss1/33 We have found no evidence of misconduct or invalidity in the research. The gindings presented in the original article are considered robust and accurate. This notice formally resolves the previously published Expression of Concern. The original article stands as published, and we affirm the integrity of the research. See resolution of expression of concern available at: DOI: https://doi.org/10.52866/2788-7421.1403 Available at: http://ijcsm.researchcommons.org/ijcsm/vol7/iss2/3 The publication timeline is as follows: Original Article → Expression of Concern → Resolution.

Dados da obra

Tipo

Artigo

Periódico

Iraqi Journal for Computer Science and Mathematics, v. 5, n. 1

Ano

2024 (2024-01-01)

Idioma

en

Palavras-chave

artificial intelligence in education; mathematics teachers; teacher perceptions; AI adoption barriers; teacher educational qualification; student motivation; AI integration in schools; expression of concern; public and private schools; educational technology implementation

Temas

Avaliação, Formação de Professores de Matemática

DOI

10.52866/ijcsm.2024.05.01.004

ISSN

2788-7421, 2958-0544

Licença

cc-by

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026