بررسی کیفی فرصت‎‌ها و چالش‌های استفاده از فناوری‌های نوین و هوش مصنوعی در آموزش ریاضی از دیدگاه معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه آموزش ریاضی، دانشگاه فرهنگیان، تهران، ایران

2 استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

10.22034/cipj.2025.66582.1252

چکیده

هدف: آموزش ریاضی همواره با چالش‌های متعددی برای معلمان و دانش‌آموزان مواجه است. هدف این پژوهش بررسی فرصت‌ها و چالش‌های استفاده از فناوری‌های نوین و هوش مصنوعی در آموزش ریاضی از دیدگاه معلمان ریاضی دوره دوم متوسطه بود.
روش پژوهش: این پژوهش با رویکرد کیفی و به روش پدیدارشناختی انجام شد. جامعه پژوهشی این مطالعه شامل معلمان ریاضی دوره دوم متوسطه با حداقل ۵ سال سابقه تدریس در درس ریاضی بود. به منظور انتخاب نمونه، تعداد ۲۰ نفر به صورت هدفمند و با استفاده از روش نمونه‌گیری گلوله‌برفی انتخاب گردید. برای جمع‌آوری داده‌ها از مصاحبه‌های عمیق نیمه‌ساختاریافته استفاده و برای تجزیه و تحلیل داده‌ها از روش براون و کلارک (2006)، که شامل مراحل آشنایی با داده‌ها، کدگذاری اولیه، بازبینی مضامین، و تعریف نهایی مضامین است، استفاده گردید.
یافته‌ها: بر اساس تحلیل داده‌های کیفی، معلمان ریاضی فرصت‌های کلیدی فناوری‌های نوین و هوش مصنوعی را در شخصی‌سازی آموزش، تولید محتوای هوشمند و تعاملی، گسترش دسترسی به منابع درسی و ارزیابی سریع و دقیق عملکرد دانش‌آموزان می‌دانند. با این‌حال، چالش‌هایی همچون نیاز به آموزش و توانمندسازی معلمان، نابرابری در دسترسی به فناوری، کاهش تعاملات انسانی و نگرانی‌های مربوط به اعتماد و امنیت داده‌ها نیز به طور جدی مطرح شد. این یافته‌ها نشان می‌دهد که موفقیت ادغام فناوری‌های نوین در آموزش ریاضی، مستلزم توجه همزمان به توسعه زیرساخت، ارتقای مهارت‌های معلمان و طراحی نظام‌های حمایتی است.
نتیجه‌گیری: نتایج پژوهش حاضر بیانگر آن است که بهره‌گیری هدفمند از فناوری‌های نوین و هوش مصنوعی می‌تواند کیفیت یادگیری و عدالت آموزشی در درس ریاضی را ارتقا بخشد، اما تحقق این هدف نیازمند رفع چالش‌های زیرساختی، آموزشی و اخلاقی است. توصیه می‌شود سیاست‌گذاران و طراحان آموزشی با تدوین برنامه‌های جامع توانمندسازی معلمان و تأمین زیرساخت‌های لازم، زمینه بهره‌برداری اثربخش از این فناوری‌ها را فراهم سازند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Qualitative Study of Opportunities and Challenges of Using New Technologies and Artificial Intelligence in Mathematics Education from Teachers' Perspectives

نویسندگان [English]

  • Fatemeh Raei 1
  • Fatemeh Mardan Arbat 2
1 Assistant Professor, Department of Mathematics Education, Farhangian University, Tehran, Iran
2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده [English]

Objective: Mathematics education has always faced numerous challenges for both teachers and students. The aim of this research was to examine the opportunities and challenges of utilizing modern technologies and artificial intelligence in mathematics education from the perspective of secondary school mathematics teachers.
Method: This study was conducted with a qualitative approach using phenomenological methods. The research population consisted of secondary school mathematics teachers with a minimum of five years of teaching experience in mathematics. A total of 20 participants were purposefully selected using snowball sampling. To collect data, semi-structured in-depth interviews were employed. The Brown and Clark (2006) method was used to analyze the data, which includes the steps of familiarizing with the data, initial coding, reviewing themes, and final definition of themes.
Results: Qualitative analysis revealed that mathematics teachers perceive key opportunities in the integration of emerging technologies and artificial intelligence, including personalized instruction, the development of intelligent and interactive educational content, expanded access to learning resources, and rapid and accurate student assessment. However, significant challenges were also identified, such as the need for teacher training and empowerment, inequality in access to technology, reduced human interactions, and concerns about trust and data security. These findings indicate that the successful integration of new technologies in mathematics education requires simultaneous attention to infrastructure development, teacher skill enhancement, and the design of supportive systems.
Conclusion: The results of this study suggest that the purposeful adoption of advanced technologies and artificial intelligence can enhance learning quality and educational equity in mathematics. However, achieving this goal depends on addressing infrastructural, educational, and ethical challenges. It is recommended that policymakers and educational designers develop comprehensive teacher empowerment programs and provide the necessary infrastructure to enable the effective utilization of these technologies.

کلیدواژه‌ها [English]

  • mathematics education
  • modern technologies
  • artificial intelligence
  • opportunities and challenges
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  • تاریخ دریافت: 09 فروردین 1404
  • تاریخ بازنگری: 13 اردیبهشت 1404
  • تاریخ پذیرش: 29 اردیبهشت 1404
  • تاریخ اولین انتشار: 01 خرداد 1405
  • تاریخ انتشار: 01 خرداد 1405