Artificial Intelligence in Mathematics Education in Teacher Training Institutions: Prospects and Challenges

The study investigated the prospects and challenges associated with the adoption of artificial intelligence in mathematics education in teacher training institutions. The study was done in Imo State, Nigeria, using the Alvan Ikoku Federal University of Education in Owerri. Two research questions guided the study based on the objectives. The descriptive survey research design was adopted in the study. The sample for the study was made up of all students in the mathematics education department of the institution, based on the census sampling technique. The instrument for data collection was a researcher-constructed 4-point Likert-type questionnaire titled “Prospects and Challenges of Artificial Intelligence in Mathematics Education (PCAIME)” with a reliability coefficient of 0.81 determined through Cronbach’s alpha formula. The data generated was analyzed using the mean and standard deviation to answer research questions. The result of the study revealed that artificial intelligence (AI) contributes immensely to the development of mathematics education through various tools. It was also revealed that various factors constitute a challenge to the adoption of AI in mathematics education, which include a lack of technological competence, a lack of technological facilities, poor power supply, data management, and others. Based on the findings, it was recommended that artificial intelligence be gradually implemented in the teaching and learning of mathematics in teacher training institutions in Imo State.