Determining the Role of AI Literacy in the AI Readiness of Pre-Service Mathematics Teachers
DOI:
https://doi.org/10.46328/ijemst.5358Keywords:
AI readiness, AI literacy, Pre-service mathematics teachers, Cross-sectional survey designAbstract
The purpose of this study is to examine the level of artificial intelligence readiness and artificial intelligence literacy of pre-service mathematics teachers in relation to various variables, and to identify the relationship between these skills. The present study's sample comprised 164 pre-service mathematics teachers. The "Artificial Intelligence Readiness" and "Artificial Intelligence Literacy" scales were utilised as data collection tools. Statistical Package for the Social Sciences (SPSS) software was then deployed in order to facilitate data analysis, with the following analyses being conducted: independent sample t-tests, one-way analysis of variance (ANOVA), correlation analysis and regression analysis. The findings of the study demonstrated that pre-service mathematics teacher candidates exhibited a high level of both artificial intelligence readiness and literacy. Moreover a high level of positive and significant statistical relationship is demonstrated between artificial intelligence literacy and readiness. It was revealed that artificial intelligence literacy is responsible for explaining approximately 55% of the variance in artificial intelligence readiness.
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