Teachers’ Perception of the Role of Artificial Intelligence Tools in Mathematics Education: A Grounded Theory Approach

Artificial Intelligence (AI) tools is transforming education, offering innovative ways to support teaching and learning. However, mathematics teachers’ perception of AIs-its benefits, challenges, and role in teaching -remain underexplored. Using a constructivist grounded theory approach, this study conducted three iterative cycles of open coding, axial coding, and selective coding to develop a theoretical framework grounded in teachers’ experiences. Thirty secondary mathematics teachers participated, and after reaching theoretical saturation, four core themes emerged: Efficiency and Automation, Learning and Engagement, Challenges and Ethics, and Continuous Learning. Findings revealed that teachers acknowledge AI tool’s ability to streamline tasks, personalize instruction, and foster student engagement, highlighting its potential to transform mathematics education. However, they also express concerns about the digital divide, ethical implications, and the risk of over-reliance on AI tools, which may affect students’ problem-solving and critical thinking skills. Teachers emphasize the need for training and professional development to ensure meaningful and responsible AI integration. This study helps to understand how teachers balance the benefits and challenges of AI in education, adapt to new technology, and keep their teaching relevant. It is recommended that teacher training programs and policies should ensure AI tools are used in a way that is ethical, inclusive, and effective for teaching mathematics.