Teachers’ Familiarity, Perceptions, and Training Needs on the Use of ChatGPT in Mathematics Instruction

Abstract

The rapid development of artificial intelligence (AI) technology has led to a significant change in the way that these tools are used – namely, to improve learning outcomes and teaching approaches in mathematics. This research investigated integrating ChatGPT into mathematics education, focusing on the familiarity, perceptions, and training needs of 110 mathematics teachers in Metro Manila, Philippines. Utilizing a sequential mixed-methods approach, the study used quantitative and qualitative analytical methods to examine teachers' engagement with ChatGPT through online surveys that explored demographic information, usage familiarity, perceptions of its utility in education, and perceived training needs. Findings reveal a widespread unfamiliarity with ChatGPT among educators, alongside a substantial demand for technical and pedagogical training to effectively integrate ChatGPT in teaching. The result also showed that, despite concerns about becoming overly dependent on technology, there is cautious excitement about ChatGPT's ability to improve learning outcomes and engage students. The study contributes to understanding the educational potential of AI in mathematics teaching, highlighting the urgent need for comprehensive professional development programs tailored to equip teachers with the necessary skills and knowledge to integrate AI tools like ChatGPT into the curriculum effectively.