Mathematics teachers’ perceptions of artificial intelligence in education (AIED): Practices and challenges

The use of artificial intelligence (AI) in mathematics education is expanding rapidly, yet teachers' perceptions and readiness remain central to how effectively AI can be integrated into classrooms. This study explored the perceptions of 250 mathematics teachers in Bahrain's public schools regarding AI-related practices and the challenges they encounter. The modified questionnaire demonstrated strong reliability, supported by exploratory and confirmatory factor analyses. Overall, teachers expressed generally positive perceptions toward AI, while also acknowledging several practical and technical challenges. Younger and less-experienced teachers tended to hold stronger perceptions of AI, along with greater awareness of its difficulties, compared to teachers with more than eleven years of experience or those aged 41 and above. Primary teachers also reported the highest perceptions but simultaneously faced the most challenges, suggesting a complex relationship between enthusiasm and difficulty at lower grade levels. No significant differences were found based on academic level or gender. These findings underscore the importance of targeted professional development and tailored support to help mathematics teachers confidently and effectively navigate AI in education. • Surveyed 250 Bahraini math teachers on AI use, practices, and challenges. • The adapted survey showed strong validity and reliability. • Teachers were positive about AI but still faced key challenges. • Less-experienced teachers used AI more but struggled more. • Findings stress the need for tailored AI professional development.