Mathematics teachers' knowledge of artificial intelligence tools and their use in teaching and its obstacles in the State of Kuwait

The purpose of this study was to determine the level of knowledge of mathematics teachers regarding artificial intelligence tools and their use in teaching. It also determined their obstacles in using them in public schools in Kuwait. It is also intended to identify the differences between the averages of participants' viewpoints regarding its use in the following four areas as well: the knowledge and applications of artificial intelligence among mathematics teachers; the use of artificial intelligence by mathematics teachers; the obstacles to the use of artificial intelligence are related to the mathematics teacher, and the obstacles to the use of artificial intelligence are related to the student due to the variables of years of teaching experience and educational stages. Using a descriptive analytical approach, a questionnaire was designed with )31( items assessing four areas. The study tool was applied to )337 (mathematics teachers in public education schools in Kuwait. Based on the study's results, participants had a medium understanding of artificial intelligence. A major obstacle to its use is the job burden of mathematics teachers and the density of current curricula that prevent them from using artificial intelligence applications and tools in the classroom. From the perspective of the participants, the student's most significant obstacle is the lack of appropriate training to use artificial intelligence tools and applications and an interest in other subjects' assignments. It recommended developing curricula that reflect technological advances and artificial intelligence tools. Supporting mathematics teachers and students across all educational levels in mastering artificial intelligence tools and applications.