The Obstacles to the Use of Artificial Intelligence Technology in Teaching Mathematics from the Point of View of Mathematics Teachers in Dhi Qar Governorate

Abstract

       The study aimed to identify the obstacles to the use of artificial intelligence technology in teaching mathematics from the point of view of mathematics teachers in Thi- Qar Governorate. The researcher used the descriptive analytical approach to suit the objectives of the study. The study sample consisted of (40) teachers and schools practicing teaching mathematics within the staff of General Directorate of Education in Thi- Qar for the academic year (2024-2023). The study tool consisted of a questionnaire consisting of (30) items distributed on three axes: (The level of the teacher's knowledge of artificial intelligence applications -The use of education applications for artificial intelligence technology — the use of education applications for artificial intelligence technology). The results of the study showed that the responses of mathematics teachers on the axis (the level of mathematics teacher's knowledge of artificial intelligence applications) came to a large degree, as their arithmetic average ranges between (2.89 -3.98) and that their responses on the axis (the use of artificial intelligence technology in teaching mathematics) came to a large degree, as their arithmetic average ranges between (3.37 -4.12) and their responses on the axis (the use of education applications for artificial intelligence technology) came to a large degree, as their arithmetic average ranges between (3.53 – 4.21). The study recommended the use of mathematics teachers for artificial intelligence technology techniques in teaching to save time and effort, holding training courses for mathematics teachers for the purpose of acquiring the necessary skills to use artificial intelligence technology in teaching, and providing classrooms with the hardware, software and artificial intelligence applications necessary to employ them in teaching mathematics.