ARTIFICIAL INTELLIGENCE IN MATHEMATICS EDUCAION: PROS AND CONS: FULL PROJECT

ABSTRACTThis study investigated the perceptions of pre-service mathematics teachers regarding the benefits, limitations, and overall impact of Artificial Intelligence (AI) on mathematics education at the University of Cape Coast, Ghana. The research addressed a notable gap in the literature concerning the contextual appropriateness and potential negative repercussions of AI in African educational settings. Framed by the Technology Acceptance Model (TAM), the study employed a quantitative descriptive survey design to collect data from 100 pre-service mathematics teachers. The findings revealed a nuanced perspective, with a predominant belief among participants that AI offers significant benefits, particularly in automating assessments, providing real-time feedback, and offering adaptive and personalized learning experiences. While acknowledging these advantages, the study also highlighted concerns about the potential for over-reliance on AI, which could hinder the development of critical thinking and problem-solving skills. The data further indicated that students perceive AI as a powerful supplementary tool, but they also recognize its weaknesses, such as issues of algorithmic bias and data privacy. The conclusions synthesized these findings, affirming that the integration of AI in mathematics education is viewed as a positive development, provided that its use is guided by pedagogical and ethical considerations. Recommendations are made for future research to broaden the scope to other universities, investigate the long-term impact of specific AI tools, and explore ethical dimensions more deeply. This research contributes a valuable, context-specific perspective to the global discourse on AI in education, bridging the gap between theoretical knowledge and the practical experiences of future educators. Read more