Abstract
This research investigates how secondary school mathematics educators in the Nsukka Education Zone, Enugu State, Nigeria, perceive the incorporation of artificial intelligence-based ChatGPT into teaching mathematics. The study employed a sequential exploratory mixed-methods strategy, starting with a systematic survey and followed by detailed interviews. The Mathematics Teachers’ Awareness and Perceptions of AI-based ChatGPT Questionnaire (MTAPACQ) used in this study was adapted from an existing online survey and administered to 80 mathematics teachers, who were selected using stratified random sampling to ensure varied representation across different local government areas. The survey explored teachers’ awareness, utilisation, and perceptions of ChatGPT. Following the quantitative phase, in-depth qualitative interviews were conducted with a subset of five teachers who were familiar with ChatGPT to gain deeper insights into their experiences. The findings indicate limited awareness of ChatGPT, with only 17% demonstrating familiarity with the technology. The infrequent utilisation of ChatGPT in mathematics teaching is mainly associated with this limited awareness. Teachers who integrate ChatGPT report positive outcomes, including improved teaching effectiveness, heightened student engagement, and enhanced comprehension of complex concepts. Nevertheless, the overall perceptions of the tool’s impact on mathematics teaching and learning are moderate. The identified challenges in relation to integration include technical adaptability, curriculum alignment, and the need for customisation to accommodate diverse learning styles. This study emphasises the significance of continuous professional development and ongoing support for teachers to integrate AI-based ChatGPT into mathematics instruction proficiently. The insights derived from the findings hold value for educators, policymakers, and technology developers aspiring to elevate the role of artificial intelligence in mathematics education.
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