Rauscher, Willem2025-03-312025-03-312025-092024-12*S2025http://hdl.handle.net/2263/101812Dissertation (MEd (Computer Integrated Education))--University of Pretoria, 2024.Artificial Intelligence (AI), has the potential to improve teaching. However, the extent to which teachers exploit this potential depends on their willingness to accept and use AI in classrooms. Mathematics, which is often considered challenging and abstract, can benefit greatly from AI integration. Unfortunately, little is currently known about mathematics teachers' perceptions and the use of AI in their teaching practice. Understanding how they perceive AI and how they accept and use it in the classroom is important, as such an understanding can guide teacher-training programmes and curricula, educational policies, and the design of AI-enhanced educational resources. Therefore, this study investigated how mathematics teachers perceive the usefulness and ease of use of AI, and the determinants that influence its acceptance and use. A sequential explanatory mixed methods design was used, supported by the Technology Acceptance Model 3 (TAM3) which served as the theoretical framework. Quantitative data were collected through an online survey, which was completed by 53 mathematics teachers. Qualitative data were collected through classroom observations and interviews at three schools. The findings showed that most participants found AI both useful and easy to use, although there were variations in their perceptions. Several challenges have been identified that may hinder the adoption and use of AI in education. This includes resource availability, professional development, and familiarity with the AI technology. Recommendations from this study include expanding the sample size and scope of the study to include other types of AI and providing training to build teachers’ confidence in using AI.en© 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.UCTDSustainable development goals (SDGs)Artificial intelligence (AI)ChatGPTHigh school mathematicsPerceived ease of usePerceived usefulnessTechnology Acceptance Model 3Dissertationu20813920https://doi.org/10.25403/UPresearchdata.28678331