Research reveals requirements for artificial intelligence use in mathematics teaching, highlighting significant differences based on qualifications.
Key Points
The research aims to identify professional, technical, and organizational requirements for AI in secondary mathematics education from teachers' perspectives.
Descriptive and analytical approach using a questionnaire
Surveyed teachers from various educational offices
Questionnaire included demographic data and 37 statements divided into three axes
All axes received a 'very large' score, with professional requirements ranking highest (average of 4.287).
Significant differences were found based on academic qualification, favoring teachers with a Master’s degree.
Statistical analysis revealed average standard deviations across all axes.