Artificial Intelligence and Its Relationship to Teaching School and University Mathematics in Jordan

Abstract

This study aims to study the scenarios that may arise with the introduction of artificial intelligence in education, especially in mathematics education in Jordanian schools and universities, and what its implications are for the future of schools. The study design was phenomenological, a qualitative approach that looked at the perspectives of participants from various fields. The findings suggest that as AI in education becomes more prevalent, schools and teachers will encounter new products, advantages, and disadvantages. The findings highlight several recommendations for using AI and preventing potential problems and while participants generally seemed to have positive views of AI, there were some negative aspects as well, to which mathematics teachers and academics in particular drew attention in relation to the future of education. While educators view AI as a tool to bring quality and benefit to all in the education sector, they are more focused on the rationale for AI in education and potential future issues.