AI Integration in Mathematics Education: Comparison of Teacher Perceptions, Professional Development, Curricular Frameworks, and Challenges

Implementation of AI in teaching mathematics depends on the willingness of teachers and the SES. This review (2015-2025) shows that teachers do not deny the possibility of AI differentiation and administrative workload, but they are very worried about the issues of pedagogy and morality, as well as their occupational status. The effective adoption relies upon gaps in technological-pedagogical-content knowledge (TPACK) and systemic obstacles such as infrastructure and misalignment of policy between teachers. The results highlight the importance of specific professional growth and effective institutional reinforcement to negotiate the AI revolution in the mathematics classroom in a fair and meaningful way, which can be of significant note to policymakers and educational administrators.