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Artificial Intelligence (AI) for Learning Mathematical Content among Elementary Preservice Teachers: Perceptions and Implications for Mathematics Education

Kayode Obafemi(1),


(1) Kwara State University
Corresponding Author

Abstract


This study examined elementary preservice teachers’ perceptions of artificial intelligence (AI) as a tool for learning mathematical content. Grounded in the Technology Acceptance Model, the study employed a quantitative design involving preservice teachers at Kwara State University, Nigeria. Data were collected using a questionnaire and analyzed using descriptive statistics, an independent-samples t-test, and analysis of variance. Preservice teachers had positive perceptions of AI for learning mathematics. Perceptions did not differ significantly by gender but differed significantly across years of study. The findings highlight the importance of integrating AI-related pedagogical preparation into mathematics teacher education programs.

Keywords


Artificial intelligence; Learning; Mathematics education; Perception; Preservice teachers.

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