Integrating Artificial Intelligence into Mathematics Classroom Management: Teachers’ and School Administrators’ Perspectives

Abstract

The ability to use artificial intelligence applications, particularly in mathematics lessons, for classroom management is becoming increasingly important for educational institutions. Digital developments in mathematics education can change teachers' roles in the classroom, teaching methods and techniques, and, most importantly, learning environments. The integration of artificial intelligence applications into educational fields and processes offers various opportunities for observing students individually and increasing interactions within the classroom. Classroom management applications incorporating artificial intelligence systems can make learning environments more equitable and effective. Furthermore, artificial intelligence applications can alleviate teachers' roles and add innovative dimensions to pedagogical decision-making processes. However, alongside these advantages, artificial intelligence applications can also bring to light debates concerning ethics, privacy, and teacher-student interactions. This research aimed to comprehensively evaluate how 20 participants (5 school administrators and 15 primary school teachers) working in the Turkish Republic of Northern Cyprus (TRNC) used artificial intelligence applications in mathematics classroom management and the effects of this use on classroom management. The phenomenology research design from qualitative research methods was used in the research. A semi-structured interview guide was used to collect data. The data were then examined using descriptive analysis and categorised in terms of the perceived positive and negative contributions of artificial intelligence to classroom management and the conditions of application. As the study was conducted with only 20 participants working in the district of Nicosia, it has limitations in terms of generalisability. In conclusion, it was found that artificial intelligence technologies may have both positive and negative effects on mathematics classroom management, and that schools' equipment is inadequate. It was recommended that teachers and administrators receive in-service training.