Rethinking Mathematics Education Curriculum and Pedagogy to Prepare Students for an AI-Driven World

Abstract In an era where Artificial Intelligence (AI) is becoming increasingly prevalent, mathematics education must evolve to equip students with the computational, analytical, and data literacy skills needed to thrive in a technologically advanced society. This empirical study examined the current status of mathematics education in Nigeria, focusing on how curriculum, pedagogy, and teacher preparedness address the demands of AI integration. Guided by constructivist theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a mixed-methods approach involving interviews with mathematics teachers and policy experts, alongside surveys of 200 students and educators. Findings reveal that while stakeholders possess a moderate understanding of AI, practical integration of AI-related tools and content in mathematics education is minimal. The curriculum remains outdated, with limited emphasis on data science, algorithmic thinking, and practical problem-solving, and pedagogical practices largely follow traditional models rather than inquiry-based or technology-enhanced methods. Furthermore, most teachers report inadequate support and training for incorporating digital tools into instruction. The study concludes that substantial reforms are necessary in infrastructure, professional development, pedagogical strategies, and curriculum design. It recommends updating the curriculum to embed AI-era competencies, investing in teacher training aligned with the TPACK framework, and developing context-specific AI learning resources. Without immediate and systematic change, mathematics education risks failing to prepare students for the demands and opportunities of an AI-driven world