Vol. 13 No. 84 (2024)
Articles

Teachers’ perceptions towards using artificial intelligence in mathematics education

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  • Majed Ali Alsharidah,
  • Abouelftouh Mokhtar Alkramiti
Majed Ali Alsharidah
Prince Sattam bin Abdulaziz University, Saudi Arabia.
Author Biography

Faculty of Education, Prince Sattam bin Abdulaziz University, Saudi Arabia.

Abouelftouh Mokhtar Alkramiti
Damietta University, Egypt.
Author Biography

Faculty of Education, Damietta University, Egypt.

DOI: https://doi.org/10.34069/AI/2024.84.12.3

Published 2024-12-30

Keywords

  • Artificial intelligence, mathematics education, mathematics teacher' Perceptions.

How to Cite

Alsharidah, M. A., & Alkramiti, A. M. (2024). Teachers’ perceptions towards using artificial intelligence in mathematics education. Amazonia Investiga, 13(84), 43–60. https://doi.org/10.34069/AI/2024.84.12.3

Copyright (c) 2025 Majed Ali Alsharidah, Abouelftouh Mokhtar Alkramiti

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study aimed to reveal teachers’ perceptions about using artificial intelligence applications in mathematics education. A questionnaire consisting of (21) statements was designed and applied to (382) middle school mathematics teachers. The study used a mixed methodology of the sequential explanatory type. Based on the results, most of the mathematics teachers do not use artificial intelligence applications in mathematics teaching practices. By conducting interviews with a sample of them, the reasons for this were revealed, which is that some applications do not accurately support the Arabic language. This result is also due to teachers' weak conceptual background in using artificial intelligence. The results also revealed that there is a high degree of agreement among mathematics teachers about the importance of artificial intelligence for the mathematics teacher, students, and classroom interaction. The results indicated that there were no statistically significant differences between male and female and the experience of teachers in using artificial intelligence in mathematics education. Accordingly, implications and suggestions for researchers and math teachers are presented to maximize the benefit of AI applications in mathematics education.

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