Document Type
Research Brief
DOI
10.5703/1288284318567
Start Date
10-11-2025 12:00 AM
Description
This review examines how secondary mathematics teachers’ knowledge and beliefs about Artificial Intelligence (AI) shape their use of AI-based learning tools in algebra instruction. Drawing on Wilkins’ (2008) adaptation of Ernest’s (1989) model, the study synthesizes existing literature to explain how teachers’ understanding of AI interacts with their beliefs to influence the depth and quality of classroom implementation. The review highlights the reciprocal relationship between knowledge, beliefs, and practice, emphasizing the need for sustained professional development to support purposeful and equitable integration of AI in mathematics teaching.
Teachers’ Knowledge and Beliefs in the Implementation of AI in Algebra Instruction
This review examines how secondary mathematics teachers’ knowledge and beliefs about Artificial Intelligence (AI) shape their use of AI-based learning tools in algebra instruction. Drawing on Wilkins’ (2008) adaptation of Ernest’s (1989) model, the study synthesizes existing literature to explain how teachers’ understanding of AI interacts with their beliefs to influence the depth and quality of classroom implementation. The review highlights the reciprocal relationship between knowledge, beliefs, and practice, emphasizing the need for sustained professional development to support purposeful and equitable integration of AI in mathematics teaching.