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Issue: Số Đặc biệt-07.2026: Chuyên ngành Khoa học Giáo dục và Quản lý
Section: Các bài báo
DOI: 10.70117/hdujs.3030-4741.07.2026.1453
Date Published: 15/07/2026
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Lê, A. T., Pham, S. N., & Hoa, A. T. (2026). TEACHERS’ INTEGRATION OF ARTIFICIAL INTELLIGENCE IN TEACHING DERIVATIVES: CURRENT STATUS AND PEDAGOGICAL SOLUTIONS. Hong Duc University Journal of Science – Educational Science and Management, 1(07), 226-236. https://doi.org/10.70117/hdujs.3030-4741.07.2026.1453

TEACHERS’ INTEGRATION OF ARTIFICIAL INTELLIGENCE IN TEACHING DERIVATIVES: CURRENT STATUS AND PEDAGOGICAL SOLUTIONS

Anh Tuấn Lê1, , Sy Nam Pham2, Anh Tuong Hoa2
1 Trường ĐH Đồng Nai
2 Sai Gon University

Main Article Content

Abstract

This study investigates the current status of teachers’ integration of Artificial Intelligence (AI) in teaching the topic of derivatives at the high school level. The research was conducted with 45 high school mathematics teachers in Dong Nai City and Ho Chi Minh City through an online survey. The findings indicate that although 91.1% of the teachers had used AI in mathematics instruction, only 8.9% reported frequently integrating AI into the teaching of derivatives. Teachers mainly employed generative AI tools such as ChatGPT and Gemini for lesson planning, instructional material design, and exercise development. However, the use of AI to support instructional processes, particularly in facilitating students’ conceptual understanding, remained limited. Based on the AI-TPACK framework, this study proposes several directions for teacher professional development aimed at enhancing teachers’ competencies in integrating AI into mathematics teaching and meeting the demands of educational innovation in the digital era.

Keywords

artificial intelligence (AI), teaching derivatives, technology integration, AI-TPACK framework.

Article Details

References

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