Mathematics Lecturers’ Use of Artificial Intelligence and Its Potential for Ethnomathematics-Based Teaching in Ghana
Emmanuel Teku, Prince Kusi, Samuel Acheampong, Samuel Dateh Ampofo, Sampson Kwame Effah, Ernest Damoah-Asante
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Source: Crossref
Published: Oct 27, 2026
DOI: 10.21203/rs.3.rs-11503030/v1
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Abstract Artificial intelligence (AI) tools can generate mathematical tasks, explanations and cultural contexts on demand, yet little is known about how mathematics teacher educators in Africa use them for ethnomathematics-based teaching. This census survey of all 65 mathematics lecturers in colleges of education in two Ghanaian regions examined their AI use and their views on its potential for culturally grounded teaching. Data from a researcher-developed questionnaire were analysed with descriptive statistics and one-sample t -tests. Lecturers reported using AI often, and locating cultural contexts for lessons was their most frequent use. They agreed that AI could support culturally grounded teaching, most strongly for adapting tasks and producing examples in Ghanaian languages, and least strongly for the core ethnomathematical work of linking indigenous measurement and artefact geometry to formal concepts. Their high confidence in the accuracy of AI cultural content, together with low subscale reliability, calls for caution and for verification-focused professional development. The study shows how a general-purpose digital tool is already reshaping where mathematics teacher educators find the cultural material for their lessons.
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