Predictors of the Effective Implementation of Artificial Intelligence Tools in Mathematics Education of Pre-Service Primary Teachers

Vollständiger Abstract

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Previous research suggests that math anxiety is common among prospective teachers, is associated with less positive attitudes toward math, and may later affect their students. At the same time, AI tools and educational podcasts appear promising for personalized support of self-study in mathematics education. The aim of this study is to establish a baseline profile of selected predictors prior to the planned implementation of an AI assistant for self-study in mathematics. Five research questions examined the relationships between five composite indices and potential differences according to patterns of student AI use. It was hypothesized that math anxiety would be negatively correlated with attitudes toward math, that openness to AI integration would be positively related to skills in using AI, and that students with higher AI skills would exhibit more favorable attitudes toward podcasts. A questionnaire-based pre-test was conducted with prospective first-year primary school teachers in the first year of a master’s program. Composite indices were developed and their reliability was verified. The results confirmed the expected correlations and highlighted significant differences between AI users and non-users, particularly regarding openness to AI and knowledge in this area.