The B-AIMT: development and initial validation of a domain-specific instrument for assessing mathematics teachers’ beliefs about artificial intelligence

A study conducted in Germany has developed and initially validated the Belief Scale for Artificial Intelligence in Mathematics Teaching (B-AIMT), an instrument designed to assess mathematics teachers' beliefs regarding AI in instructional settings. Based on data from 442 German pre-service and in-service teachers, the instrument identifies nine latent belief dimensions across two main domains: beliefs about student mathematics learning with AI and beliefs about mathematics teaching with AI. These dimensions include perceptions of instructional benefits, epistemic potentials, risks, and ethical considerations.

This development provides a structured method for understanding the perspectives of educators on emerging technologies like AI. Accurately assessing teacher beliefs is crucial for informing effective policy, training, and integration strategies for AI tools within educational systems globally. It highlights the complex interplay of perceived benefits, risks, and ethical considerations that will shape the future adoption of AI in learning environments.

Development and initial validation of the Belief Scale for Artificial Intelligence in Mathematics Teaching (B-AIMT).

Forward consideration, not a verified fact.