10th U6+ Consortium of African Universities International Conference

The integration of Artificial Intelligence (AI) in education has the potential to change the processes of teaching and learning especially in mathematics education where problem-solving, critical thinking and individualized learning are keys. This study analyses opinions, practices and challenges of mathematics teachers in the integration of AI tools into instructional practices in senior secondary schools in Ilorin, Kwara State, Nigeria. Growing global interest in AI-enabled educational technologies has not resulted in empirical attention to teachers’ perceptions and experiences of the practical usage of AI in the mathematics classroom. The study adopted a descriptive survey research design with a sample of 50 male and female mathematics teachers from public and private secondary schools with different qualifications and teaching experiences. Data were collected using structured questionnaire and analyzed using descriptive statistics such as mean and standard deviation. The findings show that teachers seem to view AI as a promising educational technology that can enhance the delivery of instruction, student academic performance, and student motivation, engagement, challenge, and collaborative learning. The study also shows that AI applications can assist personalized learning by considering the unique variations and learning demands of learners. However, issues related to implementation, accessibility, and teacher preparedness continue to be major concerns. The findings provide valuable insights into teachers’ experiences with the integration of AI and lay the groundwork for the establishment of policies, training programs and practical guidance for the successful integration of AI technology into mathematics instruction.