A Conceptual Framework for AI-Enhanced Pedagogical Competence in Secondary Mathematics Education
DOI:
https://doi.org/10.37134/perspektif.vol17.sp.4.2025Keywords:
AI-enhanced Pedagogy, Transversal competencies, Mathematics education, Teacher competenciesAbstract
The rapid development of artificial intelligence (AI) is reshaping secondary mathematics education, challenging conventional expectations of pedagogical competence. This conceptual study presents a framework that redefines teacher expertise by integrating foundational domains Pedagogical Knowledge (PK), Content Knowledge (CK), and Technological Knowledge (TK) with transversal competencies including data literacy, ethical awareness, reflective adaptability, and collaborative engagement. The study examines research on AI in education, mathematics pedagogy, and teacher professional development, emphasising the shortcomings of current models like TPACK in meeting AI-specific requirements, including real-time analytics, algorithmic bias, and intelligent system mediation. The framework was developed using a conceptual methodology through a three-stage process: reviewing foundational literature, synthesising insights on AI applications in classrooms, and aligning competencies with international policy recommendations. The model presents AI as a pedagogical partner that supports adaptive instruction, enhances conceptual understanding, and facilitates ethical, data-informed decision-making, rather than as a replacement for teacher agency. This framework provides essential guidance for educators, policymakers, and researchers to ensure that AI integration in mathematics education is pedagogically sound, ethically grounded, and professionally empowering
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