1863 - VALIDATION OF THE TEACHERS' ATTITUDES TOWARD THE ROLE OF AI IN MATHEMATICS EDUCATION WITH APPLICATION TO CHILDREN WITH DEVELOPMENTAL DISABILITIES

Session: D05S027 - Teachers Well-being 3
AUTHORS:
Alevriadou Anastasia (Anastasia Alevriadou ~ Department of Psychology, Aristotle University, Thessaloniki ~ Greece) , Charitaki Garyfalia (Department of Special Education, University of Thessaly, Volos, Greece ~ Volos ~ Greece) , Giaouri Stergiani (Department of Primary Education, University of Western Macedonia, Florina, Greece ~ Florina ~ Greece) , Andreou Georgia (Department of Special Education, University of Thessaly, Volos, Greece ~ Volos ~ Greece)
Abstract text:
The integration of Artificial Intelligence (AI) into mathematics education is increasingly recognized as a catalyst for inclusive learning, particularly for students with Developmental Disabilities. This study examined the attitudes and expectations of 305 early childhood mathematics teachers using the validated Teachers' Attitudes and Expectations on the Role of AI instrument, which explored cognitive, affective, and ethical dimensions of teacher perceptions. For this study, we employed both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). EFA was implemented using the Principal Axis Factoring extraction method and the Promax with Kaiser Normalization rotation method. Also, we employed parallel analysis scree plots, a straightforward structure, minimum average partial correlations, and the goodness of model fit. For model fit, we estimated the Root Mean Square Error of Approximation. Afterwards, we performed CFA and assessed measurement invariance from configural to the strict across teachers' current role in education and the class assigned during the current year. We assessed internal consistency reliability and goodness-of-fit measures of CFA Multitrait-Multimethod framework models specified for the TAtAI. Finally, we estimated normative data to facilitate future cross-national and other comparisons.Factor analyses supported a three-factor model: AI-Openness, reflecting enthusiasm for personalization and student engagement; AI-Ambivalence, indicating cautious or mixed views shaped by ethical and practical concerns; and AI-Exaggeration, capturing skepticism toward overstated claims of AI's potential. Teachers acknowledged AI's value in differentiation, individualized feedback, and accessibility, yet voiced reservations about algorithmic bias, data privacy, and the unrealistic expectation that AI can replicate the nuanced tasks of teaching.These findings underscore the need for targeted professional development to strengthen AI literacy, alongside the design of ethically grounded and inclusively oriented AI tools. Ensuring that AI adoption in mathematics education aligns with equity and inclusion principles is crucial for translating technological potential into meaningful learning opportunities for all students.