Expediency and methodological-didactic founda tions for implementing artificial intelligence systems in the professional training of future mathematics teachers

Abstract

The expediency and methodological-didactic foundations for implementing artificial intelligence systems in the professional training of future mathematics teachers have been substantiated. The relevance of the study is determined by the rapid digital transformation of education, the widespread use of AI tools by teachers, and the necessity to shift from spontaneous to systematic and responsible integration of artificial intelligence into pedagogical practice. The purpose of the research was to theoretically justify the feasibility of introducing AI systems into the professional training of future mathematics teachers and to develop methodological approaches and monitoring tools for assessing the effectiveness of this process. A mixed theoretical-empirical approach was applied, including theoretical analysis and synthesis of scientific sources and strategic documents, systematization of AI tools, the prognostic method, and an empirical survey of students of pedagogical specialties. The scientific novelty of the study lies in: the theoretical substantiation of a four-component structure of AI competence for future mathematics teachers, comprising technical, methodological, ethical, and practical components; the development of a modular structure
for a specialized academic discipline that encompasses theoretical, ethical, methodological, and practice oriented aspects; the proposal of a survey toolkit for monitoring the formation of AI competence, based on an 8-component questionnaire structured in accordance with the key components of AI competence.It has been proven that future mathematics teachers demonstrate a high level of awareness of the importance of AI and confidence in working with generative models, while requiring deeper practical training with adaptive platforms (ALEKS, Khanmigo) and critical validation of AI-generated mathematical content. The practical significance of the study lies in the possibility of direct implementation of the developed course "Artificial Intelligence Systems in Education" into the professional training of bachelor’s and master’s students majoring in Secondary Education (Mathematics).