The pedagogical insights of mathematics teachers integrating artificial intelligence in rural upper primary schools of Namibia

Resumo

This paper presents a qualitative intervention study that explores the pedagogical experiences of mathematics teachers integrating Artificial Intelligence (AI) technologies into teaching mathematics in rural upper primary schools in Namibia. The Technological Pedagogical Content Knowledge (TPACK) framework, which intersects teachers’ understanding of technology integration with pedagogical techniques and subject matter knowledge, was adopted for the study. The research involved 13 mathematics teachers selected through purposive sampling. Data collection included two sharing circle discussions, lesson observations, and semi-structured interviews. A thematic analysis approach was employed to interpret the collected data. The findings reveal a diverse range of AI tools used by the selected teachers, such as Geogebra, Khan Academy, Virtual Tutors, and various problem-solving mobile applications, including Photomath, Mathway, and Microsoft Math Solver. These AI resources were noted for enhancing the visualisation of mathematical concepts, providing adaptive learning experiences, and promoting independent, paced learning that supports learners' learning styles. Teachers reported a marked improvement in learners’ comprehension and problem-solving abilities attributable to AI integration. Despite the benefits of AI in education, challenges remain, particularly in rural areas. Key issues include inadequate infrastructure, limited access to devices, and the need for ongoing teacher training in technological pedagogical content knowledge. Additionally, the lack of culturally relevant AI technologies hinders effective AI-supported learning in diverse contexts. Greater investment in localised AI educational tools is needed to achieve equitable and effective learning outcomes.

Dados da obra

Tipo

Artigo

Periódico

Interdisciplinary Journal of Education Research, v. 6, p. 1-14

Ano

2024 (2024-10-06)

Idioma

en

Palavras-chave

artificial intelligence in education; mathematics education; TPACK; rural primary schools; Namibia; GeoGebra; Khan Academy; adaptive learning; teacher professional development; educational technology infrastructure; equitable access to technology

Temas

Formação de Professores de Matemática, Resolução de Problemas, Tecnologias Digitais

DOI

10.38140/ijer-2024.vol6.37

ISSN

2710-2114, 2710-2122

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026