Attitude and Utilization of Generative AI as a Learning Tool among Pre-Service Mathematics Teachers

Abstract

This study examined the attitudes and utilization of generative artificial intelligence (AI) as a learning tool among pre-service mathematics teachers. Employing a descriptive-correlational research design, data were collected from 71 respondents through a structured survey instrument to determine their perceptions of generative AI and the frequency of its use in learning mathematics. Findings revealed that respondents demonstrated a moderately positive attitude toward generative AI across cognitive, affective, and behavioral dimensions. In terms of utilization, participants commonly used generative AI tools for step-by-step explanations, clarification of mathematical concepts, and assistance in solving mathematical problems. However, integration of these tools into regular study routines remained limited. Correlation analysis showed a significant moderate positive relationship between attitudes and frequency of use, indicating that more favorable perceptions are associated with higher levels of engagement with generative AI in academic tasks. Respondents also perceived the curriculum as moderately supportive in developing competencies for effective AI utilization, particularly in enhancing problem-solving skills, critical thinking, and conceptual understanding. Nevertheless, some hesitation was noted in encouraging peer use, reflecting concerns about appropriate and responsible application. In general, the study highlights the need for structured integration of generative AI in mathematics education. It is recommended that teacher education institutions provide targeted training, clear guidelines, and pedagogical strategies to strengthen technological competence, critical thinking, and ethical use of AI. Future research may further examine its long-term effects on learning outcomes and professional readiness.