This study investigates the integration of artificial intelligence (AI) tools in Chinese primary mathematics education, focusing on the factors shaping their adoption and application. Guided by the Technological Pedagogical Readiness (TPR) framework and employing an explanatory sequential mixed-methods design, the research quantitatively examines relationships among teachers' Technological Pedagogical Content Knowledge (TPACK), practices, attitudes, and AI utilization in a sample of 1205 primary mathematics teachers across three cities in Southwest China. Qualitative interviews with six teache...
