Enhancing mathematics teachers’ pedagogical skills by using ChatGPT

This study proposes a conceptual framework for using ChatGPT to enhance creative teaching skills among secondary mathematics teachers in Saudi Arabia, evaluating teachers' current pedagogical proficiency through a questionnaire administered to 31 teachers and assessing the framework's appropriateness for integration.

The primary aim of this study was to propose a conceptual framework intended to leverage the capabilities of the Chat GPT artificial intelligence model to enhance the creative teaching proficiencies of secondary school mathematics teachers. A closed interview questionnaire designed by the researcher was administered to evaluate the proficiency levels of secondary mathematics teachers using a descriptive methodology. The study sample comprised 31 mathematics teachers. Furthermore, the researcher

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