An Examination of Mathematics Pre-Service Teachers’ Anxiety Toward Artificial Intelligence and Their Learning Intentions

Source abstract

This study aims to examine pre-service teachers’ intentions and anxiety levels regarding learning about artificial intelligence according to different demographic characteristics and to reveal the relationship between these variables. The sample of the research consists of 205 mathematics pre-service teachers studying in the Department of Mathematics Education at a state university. Students completed two 5-point Likert-type scales, one with 15 items and the other with 16 items, as well as a form containing open-ended questions. The study employed a sequential mixed methods design. As a result of the study, pre-service teachers had a high level of intention to learn about artificial intelligence (AI) and a moderate level of anxiety regarding AI was determined. Additionally, a weak but statistically significant negative correlation was found between learning intention and anxiety. In addition to this, it was concluded that pre-service teachers see artificial intelligence integration as an inevitable professional necessity in their future professional lives; that is, pre-service teachers’ concerns about artificial intelligence do not constitute a major barrier to their learning intentions.