An Analysis of Elementary School Teachers" Stages of Concern and Levels of Use about Artificial Intelligence Supported Elementary Mathematics Teaching System

Abstract

This study examined the elementary school teachers' stages of concern and level of use of mathematics AI teaching support system. For this purpose, 266 survey responses were collected from elementary school teachers in South Korea, and the data were analyzed using the Concerns-Based Adoption Model. The elementary school teachers' stages of concern in school and AI class support systems showed the highest at level 0 (Awareness), the lowest at level 4 (cooperation), and an upward trend that increased again at levels 5 and 6. The stages of concern of elementary school teachers in the AI class support system differed significantly according to the teacher's position, AI training, and AI class application. The implementation level of elementary school teachers for the AI teaching support system in mathematics was at the level of non-users who did not implement the AI teaching support system