AI Integration in Mathematics Education: Comparison of Teacher Perceptions, Professional Development, Curricular Frameworks, and Challenges
الكلمات المفتاحية:
Artificial intelligence, Teaching and Learning Mathematics, Attitudes, Professional development, Educational technology, Barriers to implementation
الملخص
Implementation of AI in teaching mathematics depends on the willingness of teachers and the SES. This review (2015-2025) shows that teachers do not deny the possibility of AI differentiation and administrative workload, but they are very worried about the issues of pedagogy and morality, as well as their occupational status. The effective adoption relies upon gaps in technological-pedagogical-content knowledge (TPACK) and systemic obstacles such as infrastructure and misalignment of policy between teachers. The results highlight the importance of specific professional growth and effective institutional reinforcement to negotiate the AI revolution in the mathematics classroom in a fair and meaningful way, which can be of significant note to policymakers and educational administrators.
المراجع
[1] C. Mahmoud, J. J. R. Sørensen, and A. i. Education, "Artificial Intelligence in Personalized Learning with a Focus on Current Developments and Future Prospects," vol. 3, no. 8, pp. 25-31, 2024.
[2] K. SWARGIARY, The Impact of AI-Driven Personalized Learning on Mathematics Achievement and Student Engagement in Rural vs. Urban Schools in Karnataka, India. GOOGLE, 2024.
[3] M. K. Shahid, T. Zia, L. Bangfan, Z. Iqbal, and F. J. T. I. J. o. M. E. Ahmad, "Exploring the relationship of psychological factors and adoption readiness in determining university teachers’ attitude on AI-based assessment systems," vol. 22, no. 2, p. 100967, 2024.
[4] Y. Wang, C. Liu, Y.-F. J. E. T. Tu, and Society, "Factors affecting the adoption of AI-based applications in higher education," vol. 24, no. 3, pp. 116-129, 2021.
[5] M. J. I. J. o. S. Li and M. Education, "Integrating Artificial Intelligence in Primary Mathematics Education: Investigating Internal and External Influences on Teacher Adoption," pp. 1-26, 2024.
[6] R. J. I. J. F. M. R. Ejjami, "The future of learning: AI-based curriculum development," vol. 6, no. 4, 2024.
[7] S. Vincent-Lancrin and R. J. O. e. w. p. Van der Vlies, "Trustworthy artificial intelligence (AI) in education: Promises and challenges," no. 218, pp. 0_1-17, 2020.
[8] F. Pedro, M. Subosa, A. Rivas, and P. Valverde, "Artificial intelligence in education: Challenges and opportunities for sustainable development," 2019.
[9] E. Fiddian-Qasmiyeh, South-South educational migration, humanitarianism and development: Views from the Caribbean, North Africa and the Middle East. Routledge, 2015.
[10] N. Eltaiba, S. Hosseini, and K. Okoye, "Global Transitions," 2025.
[11] C. Romero, S. J. W. i. r. D. m. Ventura, and k. discovery, "Educational data mining and learning analytics: An updated survey," vol. 10, no. 3, p. e1355, 2020.
[12] R. Luckin, K. George, and M. Cukurova, AI for school teachers. CRC Press, 2022.
[13] K. Holstein, G. Hong, M. Tegene, B. M. McLaren, and V. Aleven, "The classroom as a dashboard: Co-designing wearable cognitive augmentation for K-12 teachers," in Proceedings of the 8th international conference on learning Analytics and knowledge, 2018, pp. 79-88.
[14] C. Cohn, N. Hutchins, and G. Biswas, "Towards a formative feedback generation agent: Leveraging a human-in-the-loop, chain-of-thought prompting approach with LLMs to evaluate formative assessment responses in K-12 science," 2023.
[15] R. M. J. R. López and A. i. Education, "How Gamification Enhances Student Engagement in Mathematics Education in Peru," vol. 4, no. 2, pp. 7-14, 2025.
[16] L. Yi, D. Liu, T. Jiang, Y. J. I. J. o. S. Xian, and M. Education, "The effectiveness of AI on K-12 students’ mathematics learning: A systematic review and meta-analysis," pp. 1-22, 2024.
[17] D. J. M. Ngaihlian and A. Intelligence, "The Computational Model of Mind: A Comprehensive Synthesis of Cognition, Machines, and Artificial Intelligence," 2025.
[18] T. Zhang, "Exploring children’s mathematics learning and self-regulation in robotics," University of British Columbia, 2024.
[19] P. W. Thompson, "Artificial intelligence, advanced technology, and learning and teaching algebra," in Research issues in the learning and teaching of algebra: Routledge, 2018, pp. 135-161.
[20] R. Kumar, P. Kumar, C. Sobin, and N. Subheesh, "Blockchain and AI in Shaping the Modern Education System," ed: CRC Press, 2025.
[21] S. U. Noble, "Algorithms of oppression: How search engines reinforce racism," in Algorithms of oppression: New York university press, 2018.
[22] P. Sharma, R. K. Malhotra, D. Altybekova, and C. P. Singh, "AI and Machine Learning as Catalysts for Educational Equity: Bridging the Urban–Rural Divide," in International Conference on Advances in Information Communication Technology & Computing, 2024: Springer, pp. 41-55.
[23] A. Machado et al., "Workload perception in educational resource recommendation supported by artificial intelligence: a controlled experiment with teachers," vol. 12, no. 1, p. 20, 2025.
[24] M. A. Beirat, D. M. Tashtoush, M. A. Khasawneh, E. A. Az-Zo’bi, and M. A. J. A. M. Tashtoush, "The Effect of Artificial Intelligence on Enhancing Education Quality and Reduce the Levels of Future Anxiety among Jordanian Teachers," vol. 19, no. 2, pp. 279-290, 2025.
[25] I. J. C. i. h. b. Celik, "Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education," vol. 138, p. 107468, 2023.
[26] L. J. A. Mathur, "Global Competitiveness and Educational Excellence: Lessons from High-Performing Education Systems," vol. 3, 2015.
[27] V. Venkatesh, M. G. Morris, G. B. Davis, and F. D. Davis, "User acceptance of information technology: Toward a unified view," MIS quarterly, pp. 425-478, 2003.
[28] Y. Wang, C. Liu, and Y.-F. Tu, "Factors affecting the adoption of AI-based applications in higher education," Educational technology & society, vol. 24, no. 3, pp. 116-129, 2021.
[29] I. Celik, "Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education," Computers in human behavior, vol. 138, p. 107468, 2023.
[30] R. Puentedura, "Transformation, technology, and education," ed, 2006.
[31] D. Romrell, L. C. Kidder, and E. Wood, "The SAMR model as a framework for evaluating mLearning," Journal of Asynchronous Learning Networks, vol. 18, no. 2, p. n2, 2014.
[32] Y. Ning, C. Zhang, B. Xu, Y. Zhou, and T. T. J. S. Wijaya, "Teachers’ AI-TPACK: Exploring the relationship between knowledge elements," vol. 16, no. 3, p. 978, 2024.
[33] E. J. J. o. M. E. Nti-Asante, "Engaging Students in Making Artificial Intelligence Tools for Mathematics Education: An Iterative Design Approach," vol. 17, no. 1, pp. 16-37, 2024.
[34] E. N. Gono, "The contributions of Interactive Dynamic Mathematics software in probing understanding of mathematical concepts: Case study on the use GeoGebra in learning the concept of modulus functions," UCL (University College London), 2016.
[35] T. Susnjak, G. S. Ramaswami, and A. J. I. J. o. E. T. i. H. E. Mathrani, "Learning analytics dashboard: a tool for providing actionable insights to learners," vol. 19, no. 1, p. 12, 2022.
[36] O. Santos, S. Salam, and H. Dahir, "The AI revolution in networking, cybersecurity, and emerging technologies," 2024.
[37] R. H. Wenger, "Cognitive science and algebra learning," in Cognitive science and mathematics education: Routledge, 2013, pp. 217-251.
[38] N. T. Heffernan, K. R. Koedinger, and L. J. I. J. o. A. I. i. E. Razzaq, "Expanding the model-tracing architecture: A 3rd generation intelligent tutor for algebra symbolization," vol. 18, no. 2, pp. 153-178, 2008.
[39] S. Dogan, U. Y. Nalbantoglu, I. Celik, and N. Agacli Dogan, "Artificial intelligence professional development: a systematic review of TPACK, designs, and effects for teacher learning," Professional Development in Education, vol. 51, no. 3, pp. 519-546, 2025.
[40] P. Ahadian, K. Kosko, Y. Feng, R. Ferdig, and Q. Guan, "FractionNet: AI-Driven Insights in Transforming Handwritten Fraction Detection for Teacher Education," in Society for Information Technology & Teacher Education International Conference, 2024: Association for the Advancement of Computing in Education (AACE), pp. 1727-1732.
[41] L. Chen, P. Chen, and Z. J. I. A. Lin, "Artificial intelligence in education: A review," vol. 8, pp. 75264-75278, 2020.
[42] M. Abrar et al., "AI-Powered Learning Pathways: Personalized Learning and Dynamic Assessments," vol. 16, no. 1, 2025.
[43] S. Dogan, U. Y. Nalbantoglu, I. Celik, and N. J. P. D. i. E. Agacli Dogan, "Artificial intelligence professional development: a systematic review of TPACK, designs, and effects for teacher learning," pp. 1-28, 2025.
[44] B. M. Booth, J. Jacobs, J. B. Bush, B. Milne, T. Fischaber, and S. K. DMello, "Human-tutor coaching technology (htct): Automated discourse analytics in a coached tutoring model," in Proceedings of the 14th Learning Analytics and Knowledge Conference, 2024, pp. 725-735.
[45] T. Zaugg, "Embracing Innovation in Education: Investigating the Use and Impact of Artificial Intelligent Assistants Among Preservice Teachers," 2024.
[46] L. Croupe, "Discovering Skills 0 to 3 Year PK–12 North Texas Teachers Believe Are Necessary for Successful Online Teaching and Learning: An Interpretive Phenomenological Approach," Lamar University-Beaumont, 2023.
[47] P. Shah, AI and the Future of Education: Teaching in the Age of Artificial Intelligence. John Wiley & Sons, 2023.
[48] R. F. J. R. C. Murphy, "Artificial intelligence applications to support K-12 teachers and teaching," vol. 10, no. 1, pp. 1-20, 2019.
[49] K. Kim, K. J. C. Kwon, and E. A. Intelligence, "Exploring the AI competencies of elementary school teachers in South Korea," vol. 4, p. 100137, 2023.
[50] A. J. I. E. Dogutas, "Exploring the educational frontier: teachers’ perceptions of refugees in Turkey," vol. 35, no. 4, pp. 362-384, 2024.
[51] S. Indira, S. J. E. R. T. i. C. S. Suganthi, and I. Technology, "AI for learning, upskilling, and career planning," p. 85, 2025.
[52] S. Y. Baroud, N. A. Yahaya, and A. M. J. J. o. A. D. S. Elzamly, "Cutting-Edge AI Approaches with MAS for PdM in Industry 4.0: Challenges and Future Directions," vol. 5, no. 2, pp. 455-473, 2024.
[53] F. W. Hesse, C. Kobsda, C. Schemmann, G. Global Learning Council, and D. Deutscher Akademischer Austauschdienst eV, "Digital Transformation of Higher Education-Global Learning Report 2022," 2022.
[54] K. Marshall, Rethinking Teacher Supervision and Evaluation: How to Shift the Conversation to Coaching, Continuous Improvement, and Student Learning. John Wiley & Sons, 2024.
[55] P. Cavalcante, "AI is at full speed in public management, but how about the risks and the governmental measures?."
[56] S. P. Connors and R. S. Trites, Neoliberalism and Young Adult Fiction: Exceptionalism, Exploitation, and Erasure. Univ. Press of Mississippi, 2025.
[57] C.-C. Lin, Culture, Nature and Landscape Design in Contemporary Taiwan. The University of Manchester (United Kingdom), 1999.
[58] X. Guo, "A comparative philosophical analysis of primary mathematics curricula between the mainland of China and England in the United Kingdom," 2024.
[59] E. R. Hamilton, J. M. Rosenberg, and M. Akcaoglu, "The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use," TechTrends, vol. 60, no. 5, pp. 433-441, 2016.
[60] E.-R. J. J. o. G. I. M. OPIOIDS, "ADMISSION VITAL SIGNS AND LABORATORY CHARAC-TERISTICS AS PREDICTORS OF DISPOSITION STATUS IN A DIVERSE COHORT OF HOSPITALIZED COVID-19 PATIENTS IN NEW MEXICO," vol. 38, no. 2, pp. S81-S799, 2023.
[61] T. Nazaretsky, M. Ariely, M. Cukurova, and G. J. B. j. o. e. t. Alexandron, "Teachers' trust in AI‐powered educational technology and a professional development program to improve it," vol. 53, no. 4, pp. 914-931, 2022.
[62] A. J. C. Al Darayseh and E. A. Intelligence, "Acceptance of artificial intelligence in teaching science: Science teachers' perspective," vol. 4, p. 100132, 2023.
[63] I. S. L. S. S. Committee, "IFLA school library guidelines," 2015.
[64] S. J. O. o. E. T. Thomas, US Department of Education, "Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan," 2016.
[65] E. Cave et al., "Evaluation of Government commitments made on the digitisation of the NHS Fourth Special Report of Session 2022–23," 2023.
[2] K. SWARGIARY, The Impact of AI-Driven Personalized Learning on Mathematics Achievement and Student Engagement in Rural vs. Urban Schools in Karnataka, India. GOOGLE, 2024.
[3] M. K. Shahid, T. Zia, L. Bangfan, Z. Iqbal, and F. J. T. I. J. o. M. E. Ahmad, "Exploring the relationship of psychological factors and adoption readiness in determining university teachers’ attitude on AI-based assessment systems," vol. 22, no. 2, p. 100967, 2024.
[4] Y. Wang, C. Liu, Y.-F. J. E. T. Tu, and Society, "Factors affecting the adoption of AI-based applications in higher education," vol. 24, no. 3, pp. 116-129, 2021.
[5] M. J. I. J. o. S. Li and M. Education, "Integrating Artificial Intelligence in Primary Mathematics Education: Investigating Internal and External Influences on Teacher Adoption," pp. 1-26, 2024.
[6] R. J. I. J. F. M. R. Ejjami, "The future of learning: AI-based curriculum development," vol. 6, no. 4, 2024.
[7] S. Vincent-Lancrin and R. J. O. e. w. p. Van der Vlies, "Trustworthy artificial intelligence (AI) in education: Promises and challenges," no. 218, pp. 0_1-17, 2020.
[8] F. Pedro, M. Subosa, A. Rivas, and P. Valverde, "Artificial intelligence in education: Challenges and opportunities for sustainable development," 2019.
[9] E. Fiddian-Qasmiyeh, South-South educational migration, humanitarianism and development: Views from the Caribbean, North Africa and the Middle East. Routledge, 2015.
[10] N. Eltaiba, S. Hosseini, and K. Okoye, "Global Transitions," 2025.
[11] C. Romero, S. J. W. i. r. D. m. Ventura, and k. discovery, "Educational data mining and learning analytics: An updated survey," vol. 10, no. 3, p. e1355, 2020.
[12] R. Luckin, K. George, and M. Cukurova, AI for school teachers. CRC Press, 2022.
[13] K. Holstein, G. Hong, M. Tegene, B. M. McLaren, and V. Aleven, "The classroom as a dashboard: Co-designing wearable cognitive augmentation for K-12 teachers," in Proceedings of the 8th international conference on learning Analytics and knowledge, 2018, pp. 79-88.
[14] C. Cohn, N. Hutchins, and G. Biswas, "Towards a formative feedback generation agent: Leveraging a human-in-the-loop, chain-of-thought prompting approach with LLMs to evaluate formative assessment responses in K-12 science," 2023.
[15] R. M. J. R. López and A. i. Education, "How Gamification Enhances Student Engagement in Mathematics Education in Peru," vol. 4, no. 2, pp. 7-14, 2025.
[16] L. Yi, D. Liu, T. Jiang, Y. J. I. J. o. S. Xian, and M. Education, "The effectiveness of AI on K-12 students’ mathematics learning: A systematic review and meta-analysis," pp. 1-22, 2024.
[17] D. J. M. Ngaihlian and A. Intelligence, "The Computational Model of Mind: A Comprehensive Synthesis of Cognition, Machines, and Artificial Intelligence," 2025.
[18] T. Zhang, "Exploring children’s mathematics learning and self-regulation in robotics," University of British Columbia, 2024.
[19] P. W. Thompson, "Artificial intelligence, advanced technology, and learning and teaching algebra," in Research issues in the learning and teaching of algebra: Routledge, 2018, pp. 135-161.
[20] R. Kumar, P. Kumar, C. Sobin, and N. Subheesh, "Blockchain and AI in Shaping the Modern Education System," ed: CRC Press, 2025.
[21] S. U. Noble, "Algorithms of oppression: How search engines reinforce racism," in Algorithms of oppression: New York university press, 2018.
[22] P. Sharma, R. K. Malhotra, D. Altybekova, and C. P. Singh, "AI and Machine Learning as Catalysts for Educational Equity: Bridging the Urban–Rural Divide," in International Conference on Advances in Information Communication Technology & Computing, 2024: Springer, pp. 41-55.
[23] A. Machado et al., "Workload perception in educational resource recommendation supported by artificial intelligence: a controlled experiment with teachers," vol. 12, no. 1, p. 20, 2025.
[24] M. A. Beirat, D. M. Tashtoush, M. A. Khasawneh, E. A. Az-Zo’bi, and M. A. J. A. M. Tashtoush, "The Effect of Artificial Intelligence on Enhancing Education Quality and Reduce the Levels of Future Anxiety among Jordanian Teachers," vol. 19, no. 2, pp. 279-290, 2025.
[25] I. J. C. i. h. b. Celik, "Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education," vol. 138, p. 107468, 2023.
[26] L. J. A. Mathur, "Global Competitiveness and Educational Excellence: Lessons from High-Performing Education Systems," vol. 3, 2015.
[27] V. Venkatesh, M. G. Morris, G. B. Davis, and F. D. Davis, "User acceptance of information technology: Toward a unified view," MIS quarterly, pp. 425-478, 2003.
[28] Y. Wang, C. Liu, and Y.-F. Tu, "Factors affecting the adoption of AI-based applications in higher education," Educational technology & society, vol. 24, no. 3, pp. 116-129, 2021.
[29] I. Celik, "Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education," Computers in human behavior, vol. 138, p. 107468, 2023.
[30] R. Puentedura, "Transformation, technology, and education," ed, 2006.
[31] D. Romrell, L. C. Kidder, and E. Wood, "The SAMR model as a framework for evaluating mLearning," Journal of Asynchronous Learning Networks, vol. 18, no. 2, p. n2, 2014.
[32] Y. Ning, C. Zhang, B. Xu, Y. Zhou, and T. T. J. S. Wijaya, "Teachers’ AI-TPACK: Exploring the relationship between knowledge elements," vol. 16, no. 3, p. 978, 2024.
[33] E. J. J. o. M. E. Nti-Asante, "Engaging Students in Making Artificial Intelligence Tools for Mathematics Education: An Iterative Design Approach," vol. 17, no. 1, pp. 16-37, 2024.
[34] E. N. Gono, "The contributions of Interactive Dynamic Mathematics software in probing understanding of mathematical concepts: Case study on the use GeoGebra in learning the concept of modulus functions," UCL (University College London), 2016.
[35] T. Susnjak, G. S. Ramaswami, and A. J. I. J. o. E. T. i. H. E. Mathrani, "Learning analytics dashboard: a tool for providing actionable insights to learners," vol. 19, no. 1, p. 12, 2022.
[36] O. Santos, S. Salam, and H. Dahir, "The AI revolution in networking, cybersecurity, and emerging technologies," 2024.
[37] R. H. Wenger, "Cognitive science and algebra learning," in Cognitive science and mathematics education: Routledge, 2013, pp. 217-251.
[38] N. T. Heffernan, K. R. Koedinger, and L. J. I. J. o. A. I. i. E. Razzaq, "Expanding the model-tracing architecture: A 3rd generation intelligent tutor for algebra symbolization," vol. 18, no. 2, pp. 153-178, 2008.
[39] S. Dogan, U. Y. Nalbantoglu, I. Celik, and N. Agacli Dogan, "Artificial intelligence professional development: a systematic review of TPACK, designs, and effects for teacher learning," Professional Development in Education, vol. 51, no. 3, pp. 519-546, 2025.
[40] P. Ahadian, K. Kosko, Y. Feng, R. Ferdig, and Q. Guan, "FractionNet: AI-Driven Insights in Transforming Handwritten Fraction Detection for Teacher Education," in Society for Information Technology & Teacher Education International Conference, 2024: Association for the Advancement of Computing in Education (AACE), pp. 1727-1732.
[41] L. Chen, P. Chen, and Z. J. I. A. Lin, "Artificial intelligence in education: A review," vol. 8, pp. 75264-75278, 2020.
[42] M. Abrar et al., "AI-Powered Learning Pathways: Personalized Learning and Dynamic Assessments," vol. 16, no. 1, 2025.
[43] S. Dogan, U. Y. Nalbantoglu, I. Celik, and N. J. P. D. i. E. Agacli Dogan, "Artificial intelligence professional development: a systematic review of TPACK, designs, and effects for teacher learning," pp. 1-28, 2025.
[44] B. M. Booth, J. Jacobs, J. B. Bush, B. Milne, T. Fischaber, and S. K. DMello, "Human-tutor coaching technology (htct): Automated discourse analytics in a coached tutoring model," in Proceedings of the 14th Learning Analytics and Knowledge Conference, 2024, pp. 725-735.
[45] T. Zaugg, "Embracing Innovation in Education: Investigating the Use and Impact of Artificial Intelligent Assistants Among Preservice Teachers," 2024.
[46] L. Croupe, "Discovering Skills 0 to 3 Year PK–12 North Texas Teachers Believe Are Necessary for Successful Online Teaching and Learning: An Interpretive Phenomenological Approach," Lamar University-Beaumont, 2023.
[47] P. Shah, AI and the Future of Education: Teaching in the Age of Artificial Intelligence. John Wiley & Sons, 2023.
[48] R. F. J. R. C. Murphy, "Artificial intelligence applications to support K-12 teachers and teaching," vol. 10, no. 1, pp. 1-20, 2019.
[49] K. Kim, K. J. C. Kwon, and E. A. Intelligence, "Exploring the AI competencies of elementary school teachers in South Korea," vol. 4, p. 100137, 2023.
[50] A. J. I. E. Dogutas, "Exploring the educational frontier: teachers’ perceptions of refugees in Turkey," vol. 35, no. 4, pp. 362-384, 2024.
[51] S. Indira, S. J. E. R. T. i. C. S. Suganthi, and I. Technology, "AI for learning, upskilling, and career planning," p. 85, 2025.
[52] S. Y. Baroud, N. A. Yahaya, and A. M. J. J. o. A. D. S. Elzamly, "Cutting-Edge AI Approaches with MAS for PdM in Industry 4.0: Challenges and Future Directions," vol. 5, no. 2, pp. 455-473, 2024.
[53] F. W. Hesse, C. Kobsda, C. Schemmann, G. Global Learning Council, and D. Deutscher Akademischer Austauschdienst eV, "Digital Transformation of Higher Education-Global Learning Report 2022," 2022.
[54] K. Marshall, Rethinking Teacher Supervision and Evaluation: How to Shift the Conversation to Coaching, Continuous Improvement, and Student Learning. John Wiley & Sons, 2024.
[55] P. Cavalcante, "AI is at full speed in public management, but how about the risks and the governmental measures?."
[56] S. P. Connors and R. S. Trites, Neoliberalism and Young Adult Fiction: Exceptionalism, Exploitation, and Erasure. Univ. Press of Mississippi, 2025.
[57] C.-C. Lin, Culture, Nature and Landscape Design in Contemporary Taiwan. The University of Manchester (United Kingdom), 1999.
[58] X. Guo, "A comparative philosophical analysis of primary mathematics curricula between the mainland of China and England in the United Kingdom," 2024.
[59] E. R. Hamilton, J. M. Rosenberg, and M. Akcaoglu, "The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use," TechTrends, vol. 60, no. 5, pp. 433-441, 2016.
[60] E.-R. J. J. o. G. I. M. OPIOIDS, "ADMISSION VITAL SIGNS AND LABORATORY CHARAC-TERISTICS AS PREDICTORS OF DISPOSITION STATUS IN A DIVERSE COHORT OF HOSPITALIZED COVID-19 PATIENTS IN NEW MEXICO," vol. 38, no. 2, pp. S81-S799, 2023.
[61] T. Nazaretsky, M. Ariely, M. Cukurova, and G. J. B. j. o. e. t. Alexandron, "Teachers' trust in AI‐powered educational technology and a professional development program to improve it," vol. 53, no. 4, pp. 914-931, 2022.
[62] A. J. C. Al Darayseh and E. A. Intelligence, "Acceptance of artificial intelligence in teaching science: Science teachers' perspective," vol. 4, p. 100132, 2023.
[63] I. S. L. S. S. Committee, "IFLA school library guidelines," 2015.
[64] S. J. O. o. E. T. Thomas, US Department of Education, "Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan," 2016.
[65] E. Cave et al., "Evaluation of Government commitments made on the digitisation of the NHS Fourth Special Report of Session 2022–23," 2023.
منشور
2026-03-21
كيفية الاقتباس
Eman Hasan Ali Matalka. (2026). AI Integration in Mathematics Education: Comparison of Teacher Perceptions, Professional Development, Curricular Frameworks, and Challenges. Journal of Educational and Human Sciences, (50), 232-248. https://doi.org/10.33193/JEAHS.50.2026.751
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2026 Eman Hasan Ali Matalka
هذا العمل مرخص حسب الرخصة Creative Commons Attribution-ShareAlike 4.0 International License.
