Prospective Mathematics Teachers' Readiness for Integrating Artificial Intelligence into Mathematics Learning

Abstract

Artificial Intelligence (AI) has emerged as a transformative technology in education, making teacher readiness a critical factor for its successful integration into mathematics learning. This study aimed to examine the readiness of prospective mathematics teachers to integrate AI-based learning media. A quantitative descriptive survey was conducted involving 83 pre-service mathematics teachers who had completed or were enrolled in a microteaching course. Data were collected using a validated questionnaire covering four dimensions of readiness: knowledge, skills, ethics, and collaboration. Descriptive statistical analysis revealed an overall readiness score of 3.8, indicating that participants were generally ready to integrate AI into mathematics instruction. The ethics dimension achieved the highest mean score (4.2, very ready), reflecting strong awareness of responsible AI use. Knowledge (3.8) and skills (3.6) were categorized as ready, while collaboration (3.4) was rated as fairly ready, suggesting the need to strengthen teamwork and communication through AI-supported learning environments. These findings indicate that prospective mathematics teachers possess a solid foundation for AI integration but require further support in pedagogical application and collaborative competence. The study recommends embedding AI literacy, ethical AI practices, and project-based learning experiences into teacher education programs to enhance future teachers' readiness for AI-supported mathematics education.