AI utilization in primary mathematics education: a case study from a southwestern Chinese city

This study investigates the integration of artificial intelligence (AI) in primary mathematics education, focusing on the influence of internal and external factors on AI utilization. Employing second-order Structural Equation Modeling (SEM) with data collected from 516 primary mathematics teachers in a southwest city in China, the research explores the dynamics between teachers’ Technological Pedagogical Content Knowledge (TPACK), attitudes towards technology, and the role of external environmental factors such as educational policies, technological infrastructure, and parental and community engagement. The findings reveal that internal factors, including teachers’ attitudes and TPACK, and external factors, notably institutional support and societal attitudes towards technology, significantly influence AI adoption and effective use in teaching and learning processes. The study confirms the necessity of a dual-faceted approach to AI integration, emphasizing the enhancement of educators’ internal capacities through professional development and the cultivation of a supportive external ecosystem. The research contributes to the knowledge of technology integration in education by providing empirical evidence of the critical interplay between internal capabilities and external supports in facilitating effective AI utilization in primary mathematics education. This study offers a pragmatic blueprint for educational stakeholders to navigate the complexities of educational innovation in the digital era, advocating for systemic approaches to foster both technological competencies and supportive infrastructures.