Mathematics Teachers’ Pedagogical Evaluations of Artificial Intelligence in Mathematics Education: Opportunities, Risks, and Classroom Positioning

Source abstract

This study aimed to examine how mathematics teachers in public schools in Türkiye evaluate the role of artificial intelligence (AI) in mathematics teaching. The accuracy and pedagogical suitability of AI-generated content make such judgments important in mathematics education. Designed as a qualitative case study, the research focused on seven teachers drawn from a broader maximum variation sample. Participants varied in years of teaching experience, graduate education, and self-reported AI experience. Data were collected through semi-structured online interviews and analyzed using descriptive content analysis focused on teachers’ pedagogical reasoning. Codes were developed from the teachers’ statements and organized into categories of pedagogical opportunities, pedagogical and epistemic risks, and conditions of use. The findings indicated that teachers did not reject AI categorically; rather, they viewed it as a complementary tool whose value depended on teacher guidance, the mathematical accuracy and conceptual appropriateness of generated content, and alignment with instructional purposes. Lesson planning, individualized feedback, visualization, and time efficiency were identified as the main opportunities. Concerns included inaccurate content entering teaching and assessment, misconceptions, overreliance on ready-made answers, and reduced student participation in learning. Controlled use and teacher oversight were recurring criteria across different experience profiles. The study clarifies the subject-specific criteria mathematics teachers use when judging whether AI use is pedagogically acceptable.