The Role of Artificial Intelligence in School Mathematics Education: A Descriptive-Analytical Study from the Perspectives of Mathematics Teachers in Dhi Qar – Nasiriyah, Iraq

Abstract

This research aims to investigate the role of artificial intelligence (AI) in teaching mathematics from the perspective of teachers, with the goal of identifying the extent to which they rely on AI-driven instructional practices and exploring the challenges and obstacles associated with implementing these technologies in educational settings. The research adopts a descriptive-analytical methodology, utilizing a questionnaire consisting of two main sections: the first section addresses the demographic data of the participants, while the second section focuses on the role of AI applications in mathematics education. The statistical software SPSS V.28 was used to analyze the responses of the sample and test the research hypotheses.

The research population consisted of mathematics teachers in schools affiliated with the Directorate of Education of Dhi Qar Governorate – Nasiriyah Education Department. A random sample of 50 teachers was selected. The results revealed that the level of utilizing AI-based instructional practices in teaching mathematics remains limited, with significant variation in adoption across different aspects. Although there are individual attempts to implement these technologies, several obstacles hinder their effective use, including a lack of training programs, insufficient technical resources, and inadequate awareness of the benefits of AI in education. Based on the findings, the study recommends organizing specialized training programs for teachers aimed at enhancing their skills in utilizing AI applications, improving the technical infrastructure in schools, and intensifying efforts to raise awareness of the importance and benefits of AI to encourage its adoption in education. These recommendations contribute to supporting the sustainable development of the educational system and achieving tangible improvements in learning outcomes.