This paper explores the impact of gender differences on the integration of generative artificial intelligence in schools. Specifically, it examines how gender influences teachers' attitudes and use of AI in upper secondary schools in Norway.

In this study, we investigate how gender differences shape teachers' beliefs and attitudes toward the use of artificial intelligence in mathematics education, as well as the specific ways in which each group utilizes AI in teaching mathematics. Data were collected through an online survey, with a sample of sixty-four secondary school mathematics teachers in Norway (Female: N = 25, Male: N = 39). The analysis is based on a subset of 15 items from the teacher questionnaire. The independent variable in this study was gender. The instrument included one scale measuring teachers' beliefs about the importance of AI in student learning and teaching. This scale consisted of five items, each rated on a four-point Likert scale ranging from 1 (Strongly disagree) to 4 (Strongly agree). The internal reliability of this scale, measured using Cronbach’s α, was high (α = 0.898). Additionally, the instrument included ten scales assessing mathematics teachers' focus areas for each group.

An independent samples t-test revealed that male mathematics teachers had a significantly stronger belief in the importance of AI for student learning and their own teaching compared to female mathematics teachers. In addition, to examine how gender influences teachers’ focus areas, we conducted a Chi-Square test. This test compared teachers' focus areas by analyzing the relationship between gender (female, male) and response category (yes, No). The results indicate that male mathematics teachers use AI for creating tests, designing assessment tasks, and supporting brainstorming significantly more than female mathematics teachers. The results provide insight into how teachers, depending on gender, may have different approaches to technology and AI in mathematics, leading to different patterns of technology integration in the subject.

Keywords: Artificial intelligence, education, technologies, mathematics, teachers, beliefs, gender.