Factors Influencing Pre-Service Teachers' Integration of Artificial Intelligence in Mathematics Education

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Abstract

his study examines factors influencing preservice teachers' (PSTs) readiness to integrate artificial intelligence (AI) in mathematics education. Using a survey of 28 PSTs, the research highlights the importance of hands-on AI experience and institutional support. Findings reveal that personal factors such as self-efficacy and ethical awareness, along with peer attitudes, significantly impact AI adoption intentions. Notably, PSTs exhibit positive attitudes toward AI but engage minimally with traditional resources, emphasizing the need for experiential learning and stronger mentorship frameworks. The results suggest that enhancing support systems and providing practical, immersive AI training are crucial for preparing PSTs to effectively incorporate AI tools into future mathematics instruction.

Author

• Hea-Jin Lee, The Ohio State University - Lima