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

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.