The Degree Of Inclusion of Artificial Intelligence Concepts In Mathematics Curricula At The Basic Education Stage And Mathematics Teacher Preparation Curricula at Jordanian Universities
##plugins.themes.bootstrap3.article.main##
Abstract
This study aimed to explore the reality of incorporating artificial intelligence concepts into mathematics teacher training curricula at Jordanian universities. This was done in light of analyzing the content of basic education curricula and university courses in mathematics teacher training programs. The importance of the study stemmed from the need to align teacher training programs with contemporary technological developments, particularly artificial intelligence, which has become an educational tool and a growing field of knowledge in modern education systems. The study relied on a descriptive quantitative approach, specifically content analysis, which is considered an appropriate method for investigating the extent to which the targeted concepts are included in educational materials. Two samples were selected for the study: a sample from basic education curricula, represented by mathematics textbooks for the sixth and seventh grades in Jordan for the 2024/2025 academic year; and a sample from mathematics teacher training programs: represented by the content of university courses from three Jordanian universities. The analysis results showed that AI concepts are still only partially included in basic education curricula, with the overall inclusion rate reaching approximately 5.40%, primarily in the field of "Data Analysis and Structuring." In contrast, teacher preparation curricula showed relatively higher inclusion rates of 10.97%, particularly in technical courses such as "Computer Applications" and "Introduction to Artificial Intelligence." The results reveal variations in the level of inclusion of concepts between courses and fields, indicating the absence of a comprehensive and integrated strategy for integrating AI into the educational system, whether in general education or teacher preparation programs. The study recommended updating curricula and educational and specialized curricula to enhance the readiness of future teachers to keep pace with technological developments and employ AI tools in modern learning environments.
##plugins.themes.bootstrap3.article.details##
Artificial Intelligence, Mathematics, Mathematics Teacher Preparation, Content Analysis
This work is licensed under a Creative Commons Attribution 4.0 International License.
AJQAHE publishes Open Access articles under the Creative Commons Attribution (CC BY) license. If author (s) submit their article for consideration by AJQAHE, they agree to have the CC BY license applied to their work, which means that it may be reused in any form provided that the author (s) and the journal are properly cited. Under this license, author(s) also preserve the right of reusing the content of their article provided that they cite the AJQAHE.
