Research Article

Mathematics Teachers’ Perspectives, Practices and Challenges in using Artificial Intelligence in Teaching and Learning

Mustapha Bashiru Omotayo1*
1 Kwara State University
* Corresponding author: mustybashy@gmail.com
Published: Aug, 2026
DOI: 10.67203/jossme.2026.zvy5s23i
Pages: 218-226
Views: 10
Downloads: 1

Abstract

Artificial Intelligence (AI) has tremendous potential to revolutionize mathematics education by personalizing learning and improving instructional efficiency. However, its use in secondary schools in sub-Saharan Africa remains underexplored. This study investigated the perceptions, practices, and challenges of secondary school mathematics teachers regarding the use of AI tools in teaching and learning in Ilorin metropolis, Kwara State, Nigeria. A descriptive survey research design was adopted. The study involved all fifty (50) senior secondary school mathematics teachers in the accessible population across public and private schools in Ilorin South and Ilorin East Local Government Areas, using a census sampling approach. Data were collected using a structured, self-administered questionnaire based on a 5-point Likert scale ranging from 1 = Strongly Disagree to 5 = Strongly Agree. The instrument was validated by two experts in mathematics education, with a benchmark mean of 3.0 adopted for decision-making. Data were analysed using descriptive statistics comprising means and standard deviations. The findings revealed that teachers had a high level of general awareness of AI (Mean = 3.6) and strongly recognised its pedagogical usefulness in reducing workload (Mean = 3.9) and making lessons more engaging (Mean = 3.9). However, direct classroom adoption of mathematics-specific AI platforms was very low (Mean = 1.9). Major challenges included inadequate AI infrastructure (Mean = 3.9), concerns about the dependability of AI tools for classroom use (Mean = 3.6), and inadequate professional training (Mean = 3.5). Teachers also strongly agreed that AI cannot replace human teachers (Mean = 4.2). The study concludes that an awareness-adoption gap limits AI integration in Nigerian secondary mathematics classrooms and recommends targeted professional training and improved institutional infrastructure to support effective AI adoption

Keywords

artificial intelligence mathematics education AI integration mathematics teachers secondary education

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How to Cite

Omotayo, M. B. (2026). Mathematics Teachers’ Perspectives, Practices and Challenges in using Artificial Intelligence in Teaching and Learning. Journal of Studies in Science and Mathematics Education, 6(1), 218-226. https://doi.org/10.67203/jossme.2026.zvy5s23i

M. B. Omotayo, "Mathematics Teachers’ Perspectives, Practices and Challenges in using Artificial Intelligence in Teaching and Learning," Journal of Studies in Science and Mathematics Education, vol. 6, no. 1, pp. 218-226, August 2026. doi: 10.67203/jossme.2026.zvy5s23i

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