ARTIFICIAL INTELLIGENCE IN MATHEMATICS: THE TEACHERS’ AWARENESS, ACCEPTABILITY AND UTILIZATION IN THE DIVISION OF TAGUIG CITY AND PATEROS

Artificial Intelligence (AI) is becoming increasingly visible in education, particularly in Mathematics, where it can support lesson preparation, classroom interaction, feedback, and differentiated learning. This study examined teachers’ awareness, acceptability, and utilization of AI in Mathematics instruction among public elementary school teachers in the Division of Taguig City and Pateros. A descriptive research design was used, with data gathered from 218 teacher-respondents through a structured survey questionnaire. Results showed that teachers were generally aware of AI in Mathematics instruction, with the highest awareness in Direct Instruction (M = 3.97), followed by Teacher Facilitation (M = 3.94) and Problem-Solving Activities (M = 3.83). AI was also generally acceptable, particularly in relation to teachers’ professional roles, learners’ needs, curriculum alignment, and pedagogical usefulness. Utilization was likewise reported as Utilized, with Lesson Planning and Delivery obtaining the highest mean (M = 3.94), followed by Classroom Facilitation and Student Engagement (M = 3.92), and Problem-Solving and Assessment Activities (M = 3.83). Age, sex, and AI-related training exposure did not produce significant differences in the major measures. Years of teaching experience, however, were associated with significant differences in overall awareness and utilization and in several instructional dimensions. The study concludes that teachers have a favorable foundation for AI integration, but further support is needed to move beyond preparation toward deeper learner-centered, problem-solving, and assessment applications. Program AIM HIGH is proposed as a sustained capacity-building approach combining hands-on training, prompt engineering, ethical AI use, Learning Action Cell sessions, coaching, mentoring, classroom demonstrations, and differentiated professional development.