Exploring teachers’ awareness and challenges of artificial intelligence applications in mathematics instruction

Abstract

Artificial intelligence is quickly altering education, especially in mathematics instruction, by providing instructors with effective creatures that can develop how they teach and increase student engagement. The purpose of this study was to assess how basic education mathematics instructors integrate AI into mathematics instruction, focusing on their practical use, perceptions, and the challenges they face. The research used a mixed-methods design, using a highly designed 18-item questionnaire with a 5-point Likert scale. The questionnaire was distributed to 164 mathematics teachers across five governorates, while interviews were conducted with 12 instructors to identify the main challenges they face when integrating artificial intelligence tools into mathematics instruction.Top of Form The study found that instructors possess a moderate level of AI knowledge but strongly recommend integrating AI to achieve key educational outcomes, notably boosting student motivation, enhancing understanding of mathematical concepts, and promoting higher-order thinking skills. Consequently, the main challenges to integration were identified as instructors’ insufficient knowledge and experience, limited resources and inadequate infrastructure, and the additional time and effort required for lesson planning. Key recommendations include the immediate implementation of comprehensive capacity-building programs for instructors and the systematic enhancement of schools’ technological infrastructure. These measures are essential to ensure the effective and sustainable integration of AI into mathematics instruction. Thus, AI empowers instructors to streamline lesson planning and assessment while providing students with personalized feedback and interactive practice opportunities.