Context matters: Why we must consider resources and context when implementing artificial intelligence tools in the teaching and learning of mathematics in South Africa

Abstract

South African schools face stark inequalities in infrastructure, connectivity, language, and teacher preparedness. These contextual factors profoundly shape what artificial intelligence (AI) can and cannot do for mathematics teaching and learning. This article synthesizes recent peer-reviewed scholarship, policy texts, and book chapters to argue that AI adoption must be context-responsive: aligned to local resource constraints, multilingual realities, professional development ecosystems, and regulatory frameworks (notably POPIA).  This article emphasizes that without attention to connectivity, electricity, devices, teacher TPACK, multilingual pedagogy, and data protection, AI may amplify—rather than reduce—existing inequities.  In mitigation, this article provides practical, evidence-based principles for context-aware AI implementation in South African mathematics education.