While the rapid development of artificial intelligence has affected people's daily lives, it has also brought huge challenges to high school mathematics teaching, such as restructuring the classroom teaching structure, transforming the role of teachers, and selecting classroom teaching methods. Based on this, the article explores the application strategies of AI technology in improving knowledge introduction, improving mathematics classroom efficiency and stimulating students' learning interest, with a view to optimizing classroom teaching links, improving students' core discipline quality, and promoting the development of high school mathematics teaching informatization.

In the process of teaching and learning at any stage, the important role of interest guidance cannot be ignored. Especially in college mathematics teaching, mathematical knowledge is very complex and abstract, and most students are unable to effectively understand and master it during the learning process. So it is even more important to fully stimulate students' interest in learning. This article analyzes the significance and current situation of stimulating students' learning interest in university mathematics teaching, and conducts effective strategy analysis. In order to effectively awaken students' desire for knowledge, guide students to change from passive learning to active learning, so that students can continue to grow and progress in this process.

This study investigates pedagogical content knowledge (PCK) among teachers teaching mathematics at the preschool level in Colombia, highlighting the importance of integrating mathematical knowledge with innovative and effective pedagogical strategies. Using a mixed exploratory and transactional methodology, the perceptions and practices of 82 teachers were examined, focusing on their understanding of mathematical content, pedagogical skills, and knowledge of children’s cognitive development. The findings reveal a significant gap in teachers’ understanding of these concepts, indicating a critical need to strengthen PCK among teachers. To this end, training should be provided to enable teachers to foster meaningful and contextualized mathematical learning in preschool students. The study suggests reviewing teacher training curricula and fostering the development of pedagogical strategies that prioritize conceptual understanding and mathematical reasoning. Additionally, it identifies critical areas for improvement and offers concrete recommendations for transforming mathematics teaching in preschool education. To enhance the quality of mathematics education, several measures are proposed: ensuring continued availability of training programs for teachers, encouraging collaboration between educators, adopting constructivist approaches, and helping teachers understand the value of mathematics learning outside the school.