Teachers' AI Integration in Teaching Mathematics Classes

Abstract

This study examined the experiences of public high school Mathematics teachers in integrating artificial intelligence (AI) into Mathematics instruction in the Division of Valencia City. Guided by a qualitative research design and thematic analysis, the study explored teachers’ reasons for using AI, the challenges they encountered, the strategies they employed to address these challenges, and their recommendations for effective AI integration. Data were gathered through written interviews administered via Google Forms to fifteen Mathematics teachers with at least five years of teaching experience. Findings revealed that teachers primarily integrated AI to enhance instructional effectiveness by making Mathematics lessons more engaging, interactive, personalized, and time‑efficient. AI was viewed as a supportive instructional partner that assists in lesson preparation, concept explanation, activity generation, and feedback provision, allowing teachers to focus more on meaningful classroom interactions. Despite these benefits, teachers encountered challenges such as unstable internet connection, limited access to devices, unfamiliarity with AI tools, difficulties in refining AI‑generated content, and concerns about students’ over‑dependence on AI, which could hinder critical thinking and problem‑solving skills. To address these challenges, teachers adopted adaptive strategies including self‑learning and upskilling, gradual and balanced integration of AI with traditional teaching methods, preparation of offline alternatives, careful review and validation of AI outputs, and active facilitation of students’ responsible use of AI. Teachers emphasized guiding learners to use AI as a support or “hint helper” rather than a substitute for thinking. The study concludes that while AI offers significant potential to improve Mathematics instruction, its effective use requires responsible, purposeful, and well‑guided integration supported by continuous professional development and adequate institutional support.