The following systematic review strives to explore the mere integration of ChatGPT within mathematics education, analyzing its impact on teacher assistance and student learning. Google Scholar was utilized as the primary database due to its extensive coverage of academic articles and journals in various disciplines. Through the following preferred reporting items for systematic reviews and meta-analysis (PRISMA) framework, thirty-one studies are evaluated through thematic analysis table. The findings revealed that ChatGPT’s potential is dynamic and versatile when it comes to improving personalized learning, and student engagement. Specifically, the findings suggest that the incorporation of ChatGPT offers diversified responses, facilitating lesson planning, student support and answering questions. Additional findings indicate that ChatGPT lead to improvements in learning motivations among students, however, it does struggle to answer complicated or difficult mathematical questions which showcase limitations in specific topics such as spatial geometry and derivatives.

In light of the COVID-19 pandemic that has resulted in several countries being locked down, there has been a paradigm shift in terms of learning worldwide. As a result, educational institutions in the United Arab Emirates (UAE) have acted swiftly and shifted from face-to-face education to distance learning. Thus, this study investigated high school students’ perspectives on the distance learning of mathematics. The research employed a quantitative method using a developed and validated online survey. The convenience sampling consisted of 580 high school students in Al Ain. Descriptive statistical analysis of the mean and standard deviation of scores was used and then interpreted based on Gagné’s rating (1991). In general, the results showed that the students had an ambivalent view of their distance learning experience. Notably, students’ most negative perceptions were about missing the interaction with teachers and colleagues, and disapproving of the unfavourably long screen times. Furthermore, 78.3% of the participants showed no preference for choosing to study mathematics by distance learning in the future, given a choice. This study has extra relevance since the process of distance learning has become more prevalent in the UAE owing to the COVID-19 pandemic. Thus, it is imperative that educational institutions try to understand the complexity and embedded nature of distance learning, and the challenges encountered by students while they are studying mathematics in an online environment.

We tested the mathematical literacy (ML) proficiency of 204 grade 10 “advanced track” students in the United Arab Emirates (UAE) using 34 questions from the Programme for International Student Assessment (PISA) 2012 released items. Using a quantitative descriptive approach, we analyzed the performance of males (n = 106) and females (n = 98) on items spread across the four content subdomains (quantity, space and shape, change and relationship, and uncertainty), the processes of problem-solving (formulate, employ, reasoning, and interpret), and the four PISA contexts (personal, occupational, societal, and scientific) across six PISA proficiency levels. The test was formulated in three types of response format (multiple choice, closed- and open-ended). Results showed that overall student performance was in the very low category. Female students outperformed male students in all aspects of mathematical literacy. The highest percentage achieved in the modelling process was in the interpreting and then employ and formulate tasks. Students performed almost perfectly in problems that covered the uncertainty content area but fared poorly with problems dealing with change and relationship. Students performed better on personal mathematical problems than occupational, societal or scientific problems. These findings are important for UAE teachers regarding direct application to classroom practice and for researchers and officials to shape future research and recommendations for future new educational policies.

The main objective of this study is to investigate the impact of a proposed mathematical enrichment program based on the Programme for International Student Assessment (PISA) framework for mathematical literacy. Mathematical literacy is essential because it helps students understand and use real-world mathematics frequently tested in many international assessments. PISA has received special attention because of its place on the national agenda of the United Arab Emirates (UAE), which aspires to become a globally preeminent nation. This quantitative research employed a non-equivalent pre- and post-test quasi-experimental method. A mathematical literacy test was used to collect data from a sample of 102 students of 10th grade in the UAE. The findings revealed a statistically significant difference between the experimental and control groups and an effect size above the mean according to the covariate analysis. The female students recorded greater improvement than the males. Overall, the results obtained from this study revealed that implementing mathematics enrichment programs based on the PISA framework might be one of the solutions to enhance students’ mathematical literacy.

Gifted education has received more attention all over the world, including UAE, because of its significant contribution in economic investment. This quantitative study aimed to describe and analyze mathematics teacher perceptions toward teaching gifted learners in general education classrooms in the UAE. The survey consisted of 19 statements on a 5- point Likert scale. The survey conducted among 66 teachers. Survey results were analyzed based on two factors: teacher competency and perceptions about the effectiveness of gifted learner programs. The results showed general positive attitudes toward gifted education. More specifically, teachers showed positive perceptions toward their competency to teach gifted students, while they mostly held negative perceptions regarding the effectiveness of gifted programs. In addition, teaching level (cycle1, cycle2, cycle3) impacts teacher perceptions regarding their competency to teach gifted students and the applied gifted programs in their schools. However, more research is needed as this study was limited to Al Ain city teachers.

The purpose of this research was to study the effectiveness and usefulness of a Mathematics Enrichment Program (MEP) from students’ perspectives. The case study presented in this paper highlights the need for the MEP as a possible way to fulfill the needs of high-achieving and gifted students in mathematics in regular classrooms. This MEP was designed to improve students’ mathematical literacy in relation to their readiness for work after school and using mathematics in real life. The process for developing the MEP was described. The sample consisted of 51 grade 10 students from the advanced stream in two high schools in the UAE. Quantitative and qualitative data were collected through a survey designed specifically for this study to gain insight into students’ perceptions of their participation in the MEP experience. Students’ responses to the survey showed a significant impact of the enrichment program on them in many aspects. It is evident that this program helped the students see the importance of mathematics in their life. Although participants reported excitement and more understanding of their mathematics classroom, a few students complained about the of lack of time and difficulty with language and problem-solving skills.