A Conceptual Paper on Assessing the Competency of Primary Mathematics Teachers in Integrating Artificial Intelligence Tools into Teaching and Learning

Abstract

Malaysian Mathematics education is evolving in line with global digital transformation, positioning artificial intelligence (AI) as an emerging technology with the potential to further enhance the teaching and learning process, which requires teacher’s competency for effective integration. However, existing literature indicates that no study has specifically explored primary Mathematics teacher’s competency in integrating AI into teaching and learning in the Malaysian context, highlighting the need for such research. Thus, this conceptual paper elaborates the conceptual framework for exploring the competency levels of primary school teachers in integrating AI tools into the teaching and learning of Mathematics, based on the Technological Pedagogical Content Knowledge (TPACK) model and the Malaysian Teacher Standards (SGM 2.0). This paper further analyses the issues, concepts, and objectives of the forthcoming study through a review of literature from various disciplines. This study may serve as a reference and foundation for future large-scale and comprehensive research aimed at assessing and exploring the competency levels of Mathematics teachers at the national level.