Date
Publisher
arXiv
In this report, we share findings from a nationally representative survey of
US public school math and science teachers, examining current generative AI
(GenAI) use, perceptions, constraints, and institutional support. We show
trends in math and science teacher adoption of GenAI, including frequency and
purpose of use. We describe how teachers use GenAI with students and their
beliefs about GenAI's impact on student learning. We share teachers' reporting
on the school and district support they are receiving for GenAI learning and
implementation, and the support they would like schools and districts to
provide, and close with implications for policy, practice, and research. Given
the rapid pace of GenAI development and growing pressure on schools to
integrate emerging technologies, these findings offer timely insights into how
frontline educators are navigating this shift in practice.
Study at a glance
- Question: How are U.S. public school math and science teachers using generative AI, and what support do they receive?
- Setting and data: U.S. public school math and science teachers
- Method: Nationally representative survey
Why it matters
Schools face growing pressure to integrate emerging technologies amid the rapid pace of generative AI development. Timely insights are needed into how frontline educators are navigating this shift in practice.
Key findings
- In US public schools, math and science teachers reported adopting generative AI for distinct purposes and with emerging patterns of frequency.
- Teachers reported using generative AI directly with students while holding varied beliefs about its impact on student learning.
- Teachers reported facing implementation constraints and detailed the specific support they currently receive versus what they want from districts.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
What is the application?
Who is the user?
Why use AI?
Study design
