This study examines mathematics teachers’ perceptions of using artificial intelligence (AI) in teaching. A survey was conducted among math teachers in Tabuk City, Saudi Arabia, encompassing three primary domains (knowledge and awareness, perceived benefits, concerns, and challenges) to ascertain mathematics teachers’ views on using AI in teaching. Completed questionnaires from 149 participants were examined. Results indicate that math teachers perceive AI knowledge and awareness positively. They acknowledge AI’s importance in enhancing their digital abilities, addressing students’ individual needs, and benefiting student assessment and personalised learning. They exhibit a neutral stance on several factors of AI use in teaching, including time adequacy, and accessibility, and AI-based apps. They expressed a need for more financial and moral incentives to integrate AI into professional training programmes. No statistically significant differences among math teachers’ perceptions of AI use in instruction were found based on gender, teaching stage, years of experience or the interaction between stage and experience.