Journal of Pedagogical Sociology and Psychology
Investigation of preservice secondary school mathematics teachers' views on artificial intelligence
Gökay Açıkyıldız 1 * , Arife Şahin 2
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1 29 Mayıs University, Faculty of Education, İstanbul, Türkiye
2 Boğaziçi University, Faculty of Education, İstanbul, Türkiye
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2025 - Volume 7 Issue 3, pp. 78-90
https://doi.org/10.33902/jpsp.202536762

Article Type: Research Article

Published Online: 13 Sep 2025

Views: 5 | Downloads: 2

ABSTRACT
This qualitative study explores the views of preservice secondary school mathematics teachers regarding Artificial Intelligence, focusing on their experiences with Artificial Intelligence applications in daily life and university courses, frequency of use, and reasons for non-use. In this context, key concepts such as Artificial Intelligence, Artificial Intelligence literacy, and teacher education form the backbone of the research. The study was conducted with five sophomore preservice mathematics teachers (four females, one male) enrolled in a private university in Istanbul. A basic qualitative research design was adopted, and data were collected through semi-structured interviews developed by the researchers based on a review of the relevant literature. The interviews were conducted individually via Zoom, recorded with consent, and analyzed using content analysis. Findings revealed that preservice teachers perceive Artificial Intelligence as a system that imitates human intelligence and continuously updates and evolves through learning. ChatGPT was the most frequently used application in personal and academic contexts, primarily for research, homework assistance, and concept clarification. However, the use of Artificial Intelligence in numeracy-based university courses (e.g., probability, abstract mathematics, linear algebra) was notably limited.  Based on the findings, the study suggests the following: Artificial Intelligence literacy among preservice teachers should be systematically developed through curriculum integration; and universities should provide technical infrastructure and professional development opportunities for both faculty and students to foster effective and ethical Artificial Intelligence use in education.
KEYWORDS
artificial intelligence mathematics education preservice mathematics teachers views on artificial intelligence
In-text citation: (Açıkyıldız & Şahin, 2025)
Reference: Açıkyıldız, G., & Şahin, A. (2025). Investigation of preservice secondary school mathematics teachers' views on artificial intelligence. Journal of Pedagogical Sociology and Psychology, 7(3), 78-90. https://doi.org/10.33902/jpsp.202536762
In-text citation: (1), (2), (3), etc.
Reference: Açıkyıldız G, Şahin A. Investigation of preservice secondary school mathematics teachers' views on artificial intelligence. Journal of Pedagogical Sociology and Psychology. 2025;7(3), 78-90. https://doi.org/10.33902/jpsp.202536762
In-text citation: (1), (2), (3), etc.
Reference: Açıkyıldız G, Şahin A. Investigation of preservice secondary school mathematics teachers' views on artificial intelligence. Journal of Pedagogical Sociology and Psychology. 2025;7(3):78-90. https://doi.org/10.33902/jpsp.202536762
In-text citation: (Açıkyıldız and Şahin, 2025)
Reference: Açıkyıldız, Gökay, and Arife Şahin. "Investigation of preservice secondary school mathematics teachers' views on artificial intelligence". Journal of Pedagogical Sociology and Psychology 2025 7 no. 3 (2025): 78-90. https://doi.org/10.33902/jpsp.202536762
In-text citation: (Açıkyıldız and Şahin, 2025)
Reference: Açıkyıldız, G., and Şahin, A. (2025). Investigation of preservice secondary school mathematics teachers' views on artificial intelligence. Journal of Pedagogical Sociology and Psychology, 7(3), pp. 78-90. https://doi.org/10.33902/jpsp.202536762
In-text citation: (Açıkyıldız and Şahin, 2025)
Reference: Açıkyıldız, Gökay et al. "Investigation of preservice secondary school mathematics teachers' views on artificial intelligence". Journal of Pedagogical Sociology and Psychology, vol. 7, no. 3, 2025, pp. 78-90. https://doi.org/10.33902/jpsp.202536762
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