Abstract:

This study investigates how K–8 mathematics teachers integrate artificial intelligence (AI) tools into daily instruction, with an emphasis on mathematical vocabulary development, identification of misconceptions, and AI-supported formative assessment. As AI becomes increasingly present in classrooms, understanding teachers’ real-world practices, benefits, and challenges is essential. The objective of this research was to examine how teachers meaningfully apply AI to enhance mathematical understanding while maintaining the human judgment central to effective instruction.

Drawing on written reflections from 61 K–8 math teachers enrolled in a graduate program, this qualitative study used grounded theory methodology (Corbin & Strauss, 2015) to analyze teachers’ descriptions of their experiences using instructional AI tools. Data analysis followed open, axial, and selective coding to identify recurring practices, perceived benefits, and instructional concerns. Themes emerged around vocabulary support, misconception identification, formative assessment workflows, differentiation, efficiency, and the ongoing need for teacher oversight.

Results show that teachers used AI most frequently for planning, vocabulary explanations, generating examples, checking for misconceptions, and creating formative assessments. Teachers reported that AI helped simplify mathematical language, produce leveled tasks, and generate immediate feedback that informed instructional decisions. Many described AI as a tool that saved time and expanded their ability to differentiate for diverse learners. AI also supported teachers’ ability to anticipate common student errors and design targeted intervention strategies.

However, teachers emphasized persistent concerns regarding accuracy, developmental appropriateness, cultural relevance, and equity of access, noting that AI outputs must be carefully reviewed. Teachers consistently stated that AI should enhance—not replace—the professional judgment required to adapt content to students’ needs. Participants also highlighted the need for ongoing professional development to build confidence, improve accuracy-checking skills, and align AI-generated materials with state standards.

The study concludes that AI offers promising benefits for strengthening mathematics instruction, particularly in areas where teachers need rapid examples, varied representations, or differentiated tasks. Yet meaningful integration requires robust training, intentional school support, and ethical guidance to ensure that AI complements teacher expertise. Findings suggest that AI functions best as a collaborative planning partner, supporting efficiency and responsiveness while leaving instructional decision-making firmly in teachers’ hands. These insights contribute to growing international discussions about how to responsibly integrate AI into K–8 education.

Keywords:

AI in education; math instruction; student misconceptions; formative feedback; teacher perceptions; classroom AI tools