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 proficiency levels through questionnaires and assessing the framework's appropriateness from teachers' perspectives. The research focuses on how AI can support teacher professional development rather than directly evaluating AI's impact on student learning outcomes.

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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