The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views

Çiğdem Çalışkan Toraman; Hasan Fehmi Özdemir

doi:10.24106/kefdergi.1939772

EN TR

The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views

Abstract

In recent decades, the rapid development of educational technologies has made the integration of AI into teaching-learning processes inevitable. This study examines how middle school, high school, and science and art centre mathematics teachers make sense of AI use in mathematics teaching. Using a basic qualitative research design and criterion sampling, data were collected from 27 mathematics teachers via semi-structured interviews and analyzed with inductive content analysis. Findings revealed three main themes: “understanding AI”, “efficiency and pedagogical concerns”, and “measurement and evaluation”. Teachers described AI positively as an assistant, opportunity, time-saver, and efficient measurement expert. However, they also expressed concerns about AI being unfeeling, posing data security risks, and potentially replacing humans—especially teachers. The study concludes that AI may redefine education and mathematics instruction, prompting widespread debate about the future role of teachers. Professional development programs and teacher education curricula need to be reconsidered and enriched accordingly.

Keywords

Mathematics Education, Artificial Intelligence, Digitalisation in Education, Educational Technologies

Matematik Eğitiminde Yapay Zekâ İkilemi: Öğretmen Görüşlerinin Nitel Analizi

Abstract

Son yıllarda eğitim teknolojileri çok hızlı gelişmekte ve bunun doğal bir sonucu olarak yapay zekanın (YZ) öğretme-öğrenme süreçlerine entegrasyonu kaçınılmaz hale gelmiştir. Teknolojinin her alanında olduğu gibi YZ’da yüksek bir potansiyele sahiptir. Bu potansiyelin kullanımının matematik öğretiminde nasıl bir dönüşüme yol açacağı merak konusudur ve tartışılmaktadır. Bu çalışmanın amacı, ortaokul, lise ve bilim sanat merkezlerinde çalışan matematik öğretmenlerinin, matematik öğretiminin tüm süreçlerinde YZ kullanımına ilişkin anlamlandırmalarını incelemektir. Temel nitel araştırma deseni kullanılmış, 27 matematik öğretmeninden oluşan katılımcı grubu ölçüt örnekleme yöntemiyle belirlenmiştir. Veriler yarı yapılandırılmış görüşme formu ile toplanmış, tümevarımsal içerik analiziyle analiz edilmiştir. Bulgular, öğretmen görüşlerinin üç ana temada açıklanabileceğini göstermiştir: “YZ'yi anlama”, “verimlilik ve pedagojik kaygılar” ile “ölçme ve değerlendirme”. Öğretmenler YZ'yi önemli bir yardımcı, fırsat, zaman kazandıran ve verimli bir ölçme uzmanı gibi olumlu niteliklerle tanımlarken; duygusuz olma, veri güvenliği sorunları ve yakın gelecekte özellikle öğretmenler olmak üzere insan rollerinin yerini alma potansiyeli gibi olumsuz ve tehlikeli kaygıları da dile getirmişlerdir. Kısacası YZ, eğitim, öğretim ve matematik eğitiminin yeniden tanımlanmasına yol açma potansiyeli olan önemli bir aktördür. YZ çağında öğretmenlik rolünün yeniden konumlandırılmasına yönelik güncel tartışmaların yaygınlaştığı ve bu doğrultuda mesleki gelişim programlarının yeniden düşünülmesi ve uygulanması, öğretmen eğitimi programlarının zenginleştirilmesi gerektiği sonucuna varılmıştır.

Keywords

Matematik Eğitimi, Yapay Zeka, Eğitimde Dijitalleşme, Eğitim Teknolojileri

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Details

Primary Language

English

Subjects

Educational Technology and Computing

Journal Section

Research Article

Authors

Çiğdem Çalışkan Toraman
0000-0002-5862-628X
Türkiye

Hasan Fehmi Özdemir ^*
0000-0002-0705-8032
Türkiye

Publication Date

October 29, 2026

Submission Date

April 29, 2026

Acceptance Date

October 9, 2026

Published in Issue

Year 2026 Volume: 34 Number: 4

DOI

https://doi.org/10.24106/kefdergi.1939772

IZ

https://izlik.org/JA84KT36MH

APA

Çalışkan Toraman, Ç., & Özdemir, H. F. (2026). The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views. Kastamonu Education Journal, 34(4), 821-845. https://doi.org/10.24106/kefdergi.1939772

AMA

1.Çalışkan Toraman Ç, Özdemir HF. The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views. Kastamonu Education Journal. 2026;34(4):821-845. doi:10.24106/kefdergi.1939772

Chicago

Çalışkan Toraman, Çiğdem, and Hasan Fehmi Özdemir. 2026. “The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views”. Kastamonu Education Journal 34 (4): 821-45. https://doi.org/10.24106/kefdergi.1939772.

EndNote

Çalışkan Toraman Ç, Özdemir HF (October 1, 2026) The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views. Kastamonu Education Journal 34 4 821–845.

IEEE

[1]Ç. Çalışkan Toraman and H. F. Özdemir, “The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views”, Kastamonu Education Journal, vol. 34, no. 4, pp. 821–845, Oct. 2026, doi: 10.24106/kefdergi.1939772.

ISNAD

Çalışkan Toraman, Çiğdem - Özdemir, Hasan Fehmi. “The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views”. Kastamonu Education Journal 34/4 (October 1, 2026): 821-845. https://doi.org/10.24106/kefdergi.1939772.

JAMA

1.Çalışkan Toraman Ç, Özdemir HF. The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views. Kastamonu Education Journal. 2026;34:821–845.

MLA

Çalışkan Toraman, Çiğdem, and Hasan Fehmi Özdemir. “The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views”. Kastamonu Education Journal, vol. 34, no. 4, Oct. 2026, pp. 821-45, doi:10.24106/kefdergi.1939772.

Vancouver

1.Çiğdem Çalışkan Toraman, Hasan Fehmi Özdemir. The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views. Kastamonu Education Journal. 2026 Oct. 1;34(4):821-45. doi:10.24106/kefdergi.1939772

Kastamonu Education Journal is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.

The Artificial Intelligence Dilemma in Mathematics Education: A Qualitative Analysis of Teachers’ Views

Abstract

Keywords

Matematik Eğitiminde Yapay Zekâ İkilemi: Öğretmen Görüşlerinin Nitel Analizi

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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