Teachers’ Beliefs and Practices About the Potential of ChatGPT in Teaching Mathematics in Secondary Schools

Abstract

Abstract This study investigates the beliefs and practices of secondary school mathematics teachers in Malta regarding the potential of generative artificial intelligence (GenAI), particularly through tools like ChatGPT, in teaching, using the TPACK framework. Through a case study methodology involving pre- and post-professional development (PD) session surveys and analysis of field notes, the research examines the alignment between teachers’ self-reported beliefs and pedagogical practices and their perceptions of ChatGPT’s utility. Findings show teachers, particularly those with discovery and connectionist educational philosophies, view ChatGPT positively, believing it fosters active learning, encourages exploration, and supports individualised engagement. Despite challenges like interpreting visual mathematical representations and inaccuracies, teachers see ChatGPT as a tool for creating practice problems, assessments, and personalised feedback, aligning with trends in existing literature. The study underscores the necessity of ongoing PD to equip teachers with the skills to integrate ChatGPT effectively into their pedagogy, suggesting a deeper understanding of both the opportunities and challenges presented by GenAI in education. The alignment of teachers’ beliefs and practices with their perceptions of ChatGPT’s potential suggests a readiness among educators to adopt innovative technologies that align with contemporary pedagogical values, enhancing the teaching and learning experience in mathematics. This research contributes to the body of knowledge on GenAI integration in education, highlighting the importance of aligning educational technology with teachers’ pedagogical beliefs and practices to maximise its benefits and recognising the potential of ChatGPT to change mathematics education by facilitating active engagement and personalised learning, while also acknowledging its limitations and ethical implications.

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