<b>The Use of Artificial Intelligence in the Integration of Educational Technologies into Mathematics Teaching: Attitudes of Mathematics Teachers </b><b></b>

This position paper is an exposition of the practical relevance of Artificial Intelligent (AI) to the teaching and learning Mathematics, the bedrock of science, and a foundation knowledge for scientific development and economic growth of every nation. Mathematics is an academic discipline that embraces all courses, scientific models, critical thinking, creative thinking, problem-solving and development of Artificial Intelligent (AI). AI is transforming various fields of human endeavors, including health care, politics, economics, research and education. The rapid development of AI technology has become a need for mathematics educators, to enhancing teaching and learning of mathematics. Therefore, the concept of AI is examined along its benefits in teaching and learning of mathematics. The paper also explained some AI tools use in mathematics classroom, such as MathGPTPro, Wolfram Alpha, Julius AI, Maple calculator, etc. It then highlighted some constrictions in using AI tools in teaching and learning of mathematics. In conclusion, utilizing AI tools has a lot of benefits, as such mathematics educators, curriculum planners and stakeholders in the education industry must put their hands on desk to maximize the merits of AI in mathematics teaching-learning, while mitigating associated challenges. It is recommended that Educators and developers should collaborate to create AI powered resources that cater for diverse learning needs and styles, Teacher professional development programs should also be designed to support the effective integration of AI tools in mathematics education.

The increasing use of Artificial Intelligence (AI) in teaching has brought new opportunities on how to enhance the classroom teaching, testing, and interaction of the student. Nevertheless, the attitudes of teachers and their abilities to use AI-based tools are the determinants of the successful implementation of AI in classrooms. The current research is an exploratory study on the attitudes of teachers and their level of competence with respect to the application of the Artificial Intelligence in classroom teaching at a higher secondary level. Descriptive survey method was used and the sample size of 180 teachers at higher secondary schools was selected through simple random sampling of teachers. The research observed the impact of the variables of subject stream, digital teaching experience, and previous exposure to AI tools on the attitude and competencies of teachers. Data collection was done by using a standardized Attitude and Competency towards AI Scale. The results have shown that teachers have a positive attitude towards AI and moderate competency levels. There were some important differences depending on subject stream and previous exposure to AI. The paper highlights the necessity of special competency-based training programs as the only way to allow successful AI implementation in classroom teaching. Keywords: Artificial Intelligence in Education, Teacher Attitude, Teacher Competency, AI-Based Tools, Classroom Instruction

Mathematics Curriculum Evaluation

Students in advanced technology societies are transforming their learning experiences through AI education which now enhances how teachers teach. Our investigation examines how AI affects school performance and studies methods of learning for secondary students in Khyber Pakhtunkhwa (KP) Pakistan's schools. A research design based on numbers gathered data from 300 students in three districts Peshawar, Swat, and Charsadda from both public and private secondary schools through a stratified random sample. Our survey tested student behaviour with AI tools while measuring their learning results and studying habits. We analysed statistical information both for basic view and for hidden conclusions using SPSS. The data association between students' AI tool application and their learning performance produced a medium positive outcome (r = 0.42). Additionally, the results linked AI utilization to enhanced motivation (r = 0.37) and better participation (r = 0.39). Students who used AI tools often in education gained better test results and developed better learning practices. Students living in Peshawar's urban facilities learned more from AI than students studying at Charsadda's rural school system. Students at private schools used AI technology more often and achieved better grades than students at public schools. AI utilization proves to be a major indicator affecting academic results according to our multiple regression results. These results hold true despite considering student gender, school type, and place of residence. The research shows that AI boosts educational results and supports good student behaviour but needs suitable setups and prepared institutions to produce ideal outcomes for all learners. Our research indicates that AI has strong potential for education improvement in KP if we properly design its use and provide quality training to students and teachers. References Alenezi, A. (2023). 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Motivation: Artificial intelligence (AI) is increasingly shaping UX practice, with numerous AI-based tools promising to streamline the UX process and improve efficiency, saving time, money, and resources for users. However, how effectively do these tools support UX professionals in UX design and research? This project explores the current limitations and possibilities of using AI-based tools within an integrated, end-to-end human-centered design process.Research Questions: - How can AI-based tools support the phases of the human-centered design process?- How much and what kind of human intervention is necessary when using AI-based tools?Methodology: To address these questions, 106 available AI-based tools for UX were identified and reviewed. The tools were evaluated according to key criteria: AI functionality, support for UX methods relevant to the case study, GDPR compliance, availability of a free trial, and positive user reviews. Based on these criteria, 23 tools were selected for further assessment, focusing on their AI capabilities and the transparency of AI-generated results. From this assessment, two tools were chosen for use in the case study. The case study utilized a draft of a university website as a test case. It included an AI-based analysis of university websites, followed by AI-moderated interviews with students. Based on the research findings, an interactive prototype was developed and subsequently tested in an AI-moderated usability study with students.Initial findings: The case study revealed gaps between the different phases of the process, rather than an integrated end-to-end workflow. Bridging these gaps required human intervention at several points, particularly when incorporating research results into the prototype. Furthermore, both the methods applied, and the quality of the results produced by the AI-based tools were found to be inferior to the work of experienced UX professionals. This underscores the current limitations of AI-based tools in fully supporting the human-centered design process.

Background:Although there has been discussion for the integration of ICT in mathematics education in developed countries for many decades, technology integration in mathematics education is a rather recent phenomenon in China. Before the 1990's, technologies were rarely found in classrooms in schools and therefore rarely used in mathematics education in China. It is after 2000, the idea of ICT integration in mathematics teaching and learning started to be emphasized and encouraged in the most recent national mathematics curriculum standard. Under this background, this paper investigated the relationships between pre-service mathematics' beliefs about mathematics and its learning and teaching and their beliefs about ICT use.Materials and methods:Questionnaire survery. Simple correlation analysis and step-wise regression analysis were employed to analyze data.Results:1. Chinese pre-service mathematics teachers' dynamic belief about the nature of mathematics and constructivist belief about mathematics learning and teaching are more likely to be correlated with their constructivist belief about ICT use. 2. Chinese pre-service mathematics teachers' traditional beliefs about the nature of mathematics and its learning and teaching are more likely to be associated with their traditional beliefs about ICT use.Conclusions:Social and cultural context act as an important factor influcing teachers' beliefs.

Mathematics as a school subject is designed to solve the everyday problem created by human activities; these problems are domesticated in the different cultures of man all over the world. However, the performance of students keeps dwindling due to the westernize approach of teaching and learning mathematics. In other to solve this precarious situation this paper advocated the use of mother tongue in the teaching of mathematics. Mother tongue approach here refers to first-language education as a medium of instruction. The use of mother tongue in the teaching and learning of mathematics is meant to address the high functional illiteracy of Nigeria where language plays a significant factor. Using mother tongue to teach the basic concepts of numbers, operations and other concepts of mathematics helps build a strong foundation for the understanding and learning of higher mathematics. This approach is effective not only in getting the interest of students in the lesson but as a springboard in teaching new mathematical concepts, principles and in deepening student understanding on how mathematical operations or processes work. The mother tongue concepts of teaching and learning mathematics in this work shall be based on the following sub-topics: Numeration/Counting System, Basic Arithmetic Operations, Rhymes and Geometric Concepts. The paper completely reduced the Eurocentric mathematics beliefs of students and make them discover how best mathematics can be learning from their mother tongue. The paper recommended amongst others that teachers of mathematics should adopt the use of mother tongue in teaching mathematics in order to improve students understanding of the subject.

This study presents an in-depth analysis of the factors influencing the adoption and utilisation of Artificial Intelligence (AI) in primary mathematics education. Employing a quantitative research design, the study integrates the Technology Acceptance Model (TAM) and Technological Pedagogical and Content Knowledge (TPACK) with empirical data collected from primary mathematics teachers in China. The analysis utilises Partial Least Squares Structural Equation Modelling (PLS-SEM) to explore the relationships among key constructs, including teacher attitudes, contextual factors, educational challenges, and parental and community involvement. The findings reveal that teacher attitudes play a critical role in AI adoption. The study extends existing literature by focusing on AI in primary mathematics education, highlighting the need for targeted professional development initiatives to foster positive attitudes and enhance teacher proficiency in AI technologies. Additionally, the research underscores the significance of TPACK in its critical role in equipping teachers with the knowledge required for effectively integrating AI into mathematics education. Moreover, the study explores the complex dynamics of contextual factors and educational challenges in AI integration, emphasising the need for systemic approaches that include policy changes and institutional support. The nuanced influence of TPACK on AI utilisation, particularly through indirect pathways, and the role of parental and community involvement are also examined, offering new insights into the multifaceted nature of technology adoption in educational settings. It contributes valuable insights to the academic discourse on technology integration in education and offers practical implications for educators, policymakers, and stakeholders.

<p>The importance of dictionaries in learning a foreign language is indisputable, and the emergence of digital dictionaries and artificial intelligence (AI) has noticeably influenced the way students learn a foreign language, providing fertile ground for implementing AI in education (AIEd). This paper aims to examine the attitudes and experiences of English for Specific Purposes students in the use of digital dictionaries and AI-based tools. The students were anonymously surveyed during the winter semester of the 2023/2024 academic year on the types and frequency, reasons for using digital dictionaries, advantages and disadvantages of using digital dictionaries, as well as potential suggestions for improving digital dictionaries. They also provided their opinion on and experience in using AI tools in learning a foreign language and translations. The findings suggest that the students prefer using bilingual digital dictionaries for checking the meaning of unknown words, and they heavily rely on Google Translate as the most convenient option. The students recognise the potential of AIEd, although they believe AI tools should only be used as supplementary material in language learning. On the other hand, AI-based translation tools can be used as primary translation tools. The study sheds light on the characteristic behaviour of ESP students regarding their digital dictionaries and AI-based tools used for language learning and translating. It points to the need of developing students’ digital competence in the realm of digital dictionary use, as well as encourage them to embrace the technology's full potential.</p>

The purpose of this study was to investigate how primary teachers in Queensland, Australia can make use of the Internet for professional development and to enhance the teaching and learning of mathematics. As a result of this study, implications for using the Internet for the professional development of Indonesian mathematics teachers in primary schools were drawn. The genesis of the study had emerged from reflecting upon my personal experiences in using the Internet for my own professional learning, by exploring education phenomena related to the Internet in Indonesia and Australia, and identifying gaps in research as a result of my literature review. I argue that the Internet has potential as a medium for professional development and for teaching and learning mathematics. However, little is known about the personal and professional characteristics of teachers who use the Internet to promote and renew their professional knowledge and to support their on-going learning process as well as to be good facilitators for ‘new learners’. The literature review establishes the need for investigating how teachers can use the Internet for professional development and for teaching and learning mathematics. The literature review also examines the characteristics of effective professional development, identifies inadequacies in existing professional development programs, and examines the potential advantages and limitations of using the Internet for professional development. The review suggests that there is a need to build a new model of professional development to shed light on how the Internet might be used to support primary mathematics teacher professional development. In this study, two case studies have been conducted. The first case study was of a ‘high use Internet (HUI) teacher’ (a teacher who intensively uses the Internet to sustain his/her professional growth as a mathematics teacher) and the second case study was of a ‘low use Internet (LUI) teacher’ (a teacher who has not made use of the Internet for those main goals but has a willingness to do so). The researcher learned from the HUI teacher and formulated ways to help the LUI teacher. An ethnographic approach was chosen for this study, as the researcher went into the field for an extended period of time. This study employed multiple data gathering methods, namely: participant-observation, interviews, questionnaires, and written and non-written sources. The research reported in this thesis investigated factors (personal and contextual) that support or inhibit mathematics teachers in making use of the Internet for teacher professional development and for teaching mathematics. The findings support the notion that teachers’ knowledge and beliefs are key determinants in embracing technology as a tool for teaching and learning. The findings are also significant in underscoring the non-linear, interactive and contingent nature of authentic professional development. The significance of this research is that it deepens our understanding about what is necessary for primary mathematics teachers to optimise the potential of the Internet for mathematics teaching and learning both for teachers and students. This study established the extent of the positive and negative potential effects of the Internet for professional development and the difficulties of using only this for professional development. Yet another significant outcome from this research is the construction of a theoretical framework for identifying the implications of using the Internet for professional development of Indonesian Primary teachers and for mathematics teaching and learning in Indonesian primary schools.

To realize the transformative potential of artificial intelligence (AI) in health care, physicians must learn how to use AI-based tools effectively, safely, and equitably. Continuing professional development (CPD) activities are one way to learn how to do this. The purpose of this article is to describe a theory-based approach for assessing health professionals' motivation to participate in CPD on AI-based tools. An online survey, based on an AI competency framework developed from existing literature and expert consultations, was administered to practicing physicians in Ontario, Canada. Across eight subcompetencies for using AI-based tools (eg, appraise AI-based tools for their regulatory and legal status), the survey measured physicians' perception they could successfully enact the competency, the importance of the competency in meeting their practice needs, and the desirability of participating in CPD activities on the competency. Motivation scores were calculated by multiplying the three scores together. Ninety-five physicians completed the survey. The highest motivation scores were for the subcompetency of identifying AI-based tools based on clinical needs, while the lowest motivation scores were for appraising tools' regulatory and legal status. All AI subcompetencies were generally rated as important, and CPD activities were generally perceived as desirable. This survey demonstrates the utility of a theory-based approach for assessing physicians' motivation to learn. Although the survey results are context specific, the approach may be useful for other CPD providers to support decision making about future AI-related CPD activities.

Artificial intelligence in education is transforming learning processes and student competence. According to many foreign researchers, advancements in computer technologies, particularly artificial intelligence (AI), offer the opportunity to better understand individual learning problems and provide personalized support to improve mathematics learning outcomes. AI can be used to create intelligent learning systems that customize materials for individual students, which will help enhance their learning results. Such achievements in the use of AI can positively impact the quality of mathematics education. AI has the potential to improve the teaching and learning of mathematics. Foreign researchers note that while AI-based learning methodologies offer numerous advantages, it is important to consider the potential dangers and issues associated with their use in education. There is a potential risk that teachers may become overly reliant on data-driven information, which could lead to the undervaluation of their professional judgment and observational skills. There are also concerns about data privacy and security: the collection and analysis of student data raise issues of privacy and data security. Additionally, there is the possibility that teachers or administrators may misinterpret the data provided by AI-based learning tools, leading to incorrect decisions or interventions that may not align with the true interests of students. Summarizing the review of analyzed foreign publications, this article systematizes specific recommendations from foreign researchers for mathematics teachers.

The aim of the research is to determine the attitudes of teachers about different concepts of learning and teaching mathematics in the lower grades of primary school. In accordance with the goal, three research tasks were set in which we wanted to determine the attitudes of teachers towards the traditional and constructive concept of teaching and learning mathematics and possible differences in these attitudes in regard to the degree of education and work experience. The research sample consisted of 161 primary school teachers in Serbia. A scale of attitudes was used as an instrument, which contained 16 items (9 items referred to traditionalist beliefs, and 7 to constructivist beliefs). The results of the research indicate that teachers understand and act in accordance with the requirements of the constructivist concept of modern teaching, but at the same time they determine certain elements of traditional teaching as acceptable and desirable. When it comes to these attitudes, we found that there is no statistically significant difference in regard to the education and work experience of teachers globally, but there is significant difference when it comes to individual items. In some further research, the application of a qualitative methodology should examine how teachers understand and determine the items about which they have expressed their views.

Online learning offers excellent chances for both students and teachers because it is flexible, affordable, and convenient in terms of time and space. This paper examined the perspectives of lectures on online teaching and learning mathematics in higher education after COVID-19. This paper adopted the Technology Acceptance Model (TAM) as a theoretical framework. The theory was used in the study to understand the lecturers’ viewpoints on how they embrace the use of technology in their teaching of mathematics. This was a qualitative study that used a case study as a design. The study’s participants were ten (10) mathematics lecturers at the Mathematics Department in one rural university in the Eastern Cape Province purposefully selected as information-rich participants. Data was collected using face-to-face, semi-structured interviews which were analysed through thematic analysis. The findings of the study revealed that lecturers saw the importance of teaching mathematics using technology to close the resource gap as universities steadily shift to 21st-century learning environments. At the same time, lecturers in rural universities are impacted by the challenges they face, which include a lack of technology skills, teaching practical work online, classroom control during online teaching, shortage of resources such as poor internet connections and electricity load shedding in the country which had strained the smooth running of online mathematics classes especially while teaching mathematics online. Based on the findings the study recommended that lecturers should be provided with technology professional development in mathematics, strengthening of internet access points, and methods for monitoring and controlling mathematics classes. Keywords: Higher Education, Learning, Mathematics, Online, Teaching.

Despite the recent increase in research on artificial intelligence in education (AIED), studies investigating the perspectives of academic staff and the implications for future-oriented teaching at higher education institutions remain scarce. This exploratory study provides initial insight into the perspectives of 112 academic staff by focusing on three aspects considered relevant for sustainable, future-oriented teaching in higher education in the age of AI: instructional design, domain specificity, and ethics. The results indicate that participants placed the greatest importance on AIED ethics. Furthermore, participants indicated a strong interest in (mandatory) professional development on AI and more comprehensive institutional support. Faculty who perceived AIED instructional design as important were more likely to use AI-based tools in their teaching practice. However, the perceived relevance of AIED domain specificity and ethics did not predict AI tool integration, which suggests an intention–behavior gap that warrants further investigation into factors such as AI literacy and structural conditions in higher education. The findings may serve as a basis for further discussion and development of adequate support services for higher education teaching and learning in the age of AI.