Lärares perspektiv på AI:s möjligheter och utmaningar i matematikundervisning“Vi får ju inte bli robotar”

Sammanfattning

This thesis aims to examine how lower secondary school mathematics teachers experience artificial intelligence (AI) in mathematics education. The research questions posed are: What opportunities and challenges do lower secondary school teachers perceive with AI in their work and in students’ learning in mathematics education? How do lower secondary school teachers describe the impact of AI on the teaching profession and the need for professional development? The research questions are answered through a qualitative research method consisting of semi structured interviews. In total, four interviews were conducted, which were thereafter analysed using thematic analysis based in sociocultural theory and Pedagogical Content Knowledge (PCK). The results show that AI can be used by teachers to support planning and teaching, as well as a tool for students’ learning. Furthermore, results show some challenges with AI, which include passive learning as well as the reliability and critical evaluation of AI. It is also established that AI cannot be seen as a replacement for teachers, and that clear rules, guidelines and education are needed. This thesis presents teacher experiences that can contribute with important perspectives, such as uncertainty in the use of AI and the issue of whether or not to implement AI in teacher practice.