An investigation of diverse stakeholders' views on the use of artificial intelligence in mathematics education

This study aims to determine the views of pre-service mathematics teachers, mathematics teachers and instructors working in the field of mathematics education on the use of artificial intelligence in mathematics education. Within the scope of the study, the participants' awareness of artificial intelligence, their evaluations of the contributions of this technology to mathematics teaching, and their positive or negative attitudes towards its use were examined in depth. The qualitative approach and research design as the method of the research is an instrumental and descriptive case study as the research aims to determine the views of a group of participants. In this study, 3 pre-service mathematics teachers, 7 mathematics teachers and 4 instructors in the field of mathematics constituted the study group by choosing maximum diversity sampling from purposeful sampling methods. This choice was made in order to obtain richer and more versatile data from participants with different educational levels, professional experience levels and roles. The data collection tool consists of five semi-structured, open-ended and one-dimensional questions prepared by the researcher as a result of the evaluation of two mathematics educators who are experts in the field of artificial intelligence and one educator who is an expert in measurement and evaluation, in order to reveal different perspectives on the use of artificial intelligence in mathematics education. The same data collection tool was applied to all participants in the study group. The data were analyzed directly from the data in the form of codes, sub-themes and themes through descriptive content analysis by the researcher in line with the responses. In addition, independent codes were created by an expert and consistency was ensured with the result of .88 by calculating the consensus rate between the codings. With the study, it was stated that the use of artificial intelligence in education is necessary and the role of the teacher changes with artificial intelligence. The benefits of its use in mathematics education such as content preparation, individualized learning, individual assessments in measurement and evaluation, and efficient use of time were highlighted. As negative aspects, overuse and laziness and the reliability of information are among the prominent themes. According to the results of the study, the application of the same interview questions to pre-service mathematics teachers, mathematics teachers and lecturers working in the field of mathematics and the lack of sufficient number of participants have limitations in terms of the generalizability of the study. In addition, it is thought that this study will contribute to the integration of pedagogical approaches required by the digital age into teaching processes in the field of mathematics to increase awareness of artificial intelligence technologies, to encourage the effective and efficient use of artificial intelligence in mathematics teaching.