ChatGPT in Mathematics Education: Insights from Teachers in Malta

Introduction to Generative AI in Education

Generative artificial intelligence (GenAI) is revolutionizing the educational landscape, offering innovative tools that can transform how teachers engage with students. Among these technologies, ChatGPT stands out as a groundbreaking resource, enabling personalized learning experiences and fostering active participation in the classroom. In this context, the study titled „Teachers’ Beliefs and Practices About the Potential of ChatGPT in Teaching Mathematics in Secondary Schools,“ conducted by Leonard Busuttil and James Calleja in Malta, delves into the perceptions of secondary school mathematics teachers regarding the integration of ChatGPT into their teaching practices. Published in Digital Experiences in Mathematics Education in 2025, this research aims to shed light on how these educators perceive the capabilities of this AI technology. By examining the alignment between their pedagogical approaches and the innovative possibilities that ChatGPT presents, the study contributes to a deeper understanding of how GenAI can reshape mathematics education.

The Role of AI and TPACK Framework in Education

The integration of artificial intelligence (AI) in education is becoming increasingly vital, particularly with the advent of generative AI technologies like ChatGPT. These tools are not only reshaping traditional teaching methods but also enhancing personalized learning experiences, making them invaluable in today’s classrooms. As educators seek innovative ways to engage students, understanding how AI can support teaching practices is essential. This study employs the Technological Pedagogical Content Knowledge (TPACK) framework, which emphasizes the interplay between technology, pedagogy, and content knowledge. TPACK is significant as it provides a structured approach for teachers to effectively integrate AI tools like ChatGPT into their instructional strategies. By examining how teachers‘ beliefs about mathematics influence their use of technology, this research highlights the importance of aligning educational practices with contemporary technological advancements, ultimately fostering a more effective and engaging learning environment for students.

Research Methodology: Case Study Approach

The study employs a robust case study methodology to explore the beliefs and practices of secondary school mathematics teachers in Malta regarding ChatGPT. Researchers utilized pre- and post-professional development (PD) surveys, allowing for a comprehensive analysis of changes in teachers‘ perceptions before and after the PD sessions. The participants included a diverse group of mathematics teachers, reflecting various levels of experience and pedagogical philosophies. This context provided valuable insights into how educators view the integration of generative AI in their teaching practices. The PD sessions were designed and led by the authors to enhance teachers‘ understanding of AI tools like ChatGPT, fostering discussions about their potential applications and challenges in mathematics education. Specifically, these sessions included hands-on mathematical tasks and follow-up discussions that encouraged teachers to explore how ChatGPT could be utilized effectively in their classrooms. By focusing on this demographic, the study highlights the critical role that teacher beliefs play in the effective adoption of innovative technologies within educational settings. This methodology not only captures the immediate impact of professional development on teachers‘ beliefs but also sets the stage for ongoing dialogue about integrating AI into education. The findings suggest that as teachers engage with these technologies, their perceptions evolve, influencing their willingness to adopt AI tools like ChatGPT in their classrooms. This research underscores the importance of equipping educators with the necessary skills and knowledge to navigate the complexities of integrating generative AI into their pedagogical practices, ultimately enhancing student learning outcomes in mathematics.

Key Findings: Teachers’ Perceptions and Challenges

The study reveals several key findings regarding secondary school mathematics teachers‘ beliefs and practices about ChatGPT. Many educators perceive ChatGPT as a powerful tool that can significantly enhance active learning and personalized engagement in the classroom. Teachers, particularly those with discovery-based and connectionist educational philosophies, believe that ChatGPT fosters exploration and supports individualized learning experiences, allowing students to engage more deeply with mathematical concepts. However, the research also identifies notable challenges faced by these educators. Teachers reported difficulties in interpreting visual mathematical representations generated by ChatGPT and expressed concerns about the accuracy of the content provided by the AI. These limitations highlight the need for caution when integrating such technologies into teaching practices. Furthermore, participation in professional development sessions had a profound impact on teachers‘ beliefs and practices regarding ChatGPT. The PD sessions not only equipped educators with a better understanding of how to utilize this AI tool effectively but also encouraged them to reflect on their pedagogical approaches. As a result, many teachers became more open to adopting ChatGPT in their classrooms, recognizing its potential to create practice problems, assessments, and personalized feedback aligned with contemporary educational trends. This research underscores the critical importance of ongoing professional development to ensure that teachers are well-prepared to navigate the opportunities and challenges presented by generative AI in mathematics education while enhancing student learning outcomes.

Discussion: Aligning Beliefs with Practices

The discussion surrounding the integration of ChatGPT in mathematics education reveals a compelling relationship between teachers‘ beliefs about mathematics and their willingness to adopt this innovative technology. Many educators recognize that their pedagogical philosophies significantly influence how they perceive ChatGPT’s potential to enhance student engagement and learning outcomes. For instance, teachers with constructivist beliefs tend to embrace ChatGPT as a tool that fosters active learning and collaboration, while those with more traditional views may hesitate to integrate it into their practices. This alignment of beliefs and practices underscores the importance of understanding teachers‘ perspectives when implementing AI technologies in educational settings. Moreover, the implications for teaching practices are profound. ChatGPT has the potential to reshape pedagogical approaches by facilitating personalized learning experiences, generating practice problems, and providing immediate feedback to students. Such capabilities allow teachers to create more dynamic and interactive learning environments that align with contemporary educational trends prioritizing student-centered learning. However, this integration also raises ethical considerations that must be addressed. Teachers expressed concerns about content accuracy generated by ChatGPT and its ability to convey complex mathematical concepts effectively. Additionally, issues related to academic integrity and potential over-reliance on AI tools highlight the need for careful implementation strategies. Overall, this study emphasizes that while ChatGPT offers exciting opportunities for enhancing mathematics education, it is crucial for educators to critically assess its application within their teaching frameworks. Ongoing professional development and discussions about ethical implications will be essential in navigating challenges posed by AI technologies while ensuring they complement rather than compromise educational integrity and effectiveness.

Conclusion: The Future of AI in Mathematics Education

In conclusion, the study titled „Teachers’ Beliefs and Practices About the Potential of ChatGPT in Teaching Mathematics in Secondary Schools“ provides valuable insights into the evolving role of generative AI in education. As secondary school mathematics teachers in Malta explore integrating ChatGPT into their classrooms, their beliefs about teaching and learning significantly influence their willingness to adopt this innovative technology. The findings highlight that while many educators recognize ChatGPT’s potential to enhance active learning and personalized engagement, they also face challenges related to content accuracy and visual representation. Furthermore, participation in professional development sessions has proven essential in shaping teachers‘ perceptions and practices regarding ChatGPT. These sessions equipped educators with the knowledge needed for effective utilization of AI tools while encouraging reflection on pedagogical approaches. This research underscores aligning educational technology with teachers‘ pedagogical beliefs to maximize benefits while addressing ethical considerations. As we move forward, ongoing dialogue and professional development will be crucial for navigating opportunities presented by AI technologies while addressing the challenges they pose. Ultimately, this study emphasizes that thoughtful integration of generative AI can significantly enhance teaching methodologies in mathematics education.

Author: Ghaith Alrai
Editor and proofreader: Rajaa Mahmoud