REPOSITIONING MATHEMATICS TEACHER EDUCATION IN THE ARTIFICIAL INTELLIGENCE (AI) ERA: DEVELOPING FUTURE-READY TEACHERS FOR AI-SUPPORTED MATHEMATICS REASONING, REAL-TIME FEEDBACK AND PROBLEM SOLVING IN NIGERIA

Abstract

The advent of artificial intelligence (AI) is a change in the history of mathematics education, far beyond the introduction of digital tools. In contrast to traditional technologies that were mainly used to support computation, AI systems are now providing mathematical answers, offering real-time feedback, and guiding students in solve problems. It is an evolution that requires a paradigm shift in mathematics teacher education. The paper suggests that the modern models of teacher preparation are still highly concentrated on the old-fashioned digital skills and are not enough to teach teachers to become effective and successful in the classroom mediated by AI. It argues that mathematics educators should not just use AI tools. Still, they should be able to critically analyze AI-generated outputs, associate them meaningfully with teaching and learning, and respond ethically and equitably to the new ethical and equity challenges. The article suggests a broader conceptual framework, Artificial Intelligence-Technological-Pedagogical-Content Knowledge (AI-TPACK), to be used in curriculum reform in teacher education. This paradigm highlights pedagogical judgment and critical AI literacy as critical elements of the modern teacher competence. The paper ends by recommending proactive institutional and policy changes that can guarantee that mathematics teaching preparation keeps up with technological change as opposed to reacting to it a posteriori.