This study aims to examine the perspectives of various stakeholders, such as students and educators, on the use of artificial intelligence in teaching mathematics, specifically after the launch of ChatGPT. The study adopts a qualitative case study approach consisting of two stages: content analysis of interviews and investigation of user experience. The first stage of the study shows that ChatGPT is recognized for its improved math capabilities and ability to increase educational success by providing users with basic knowledge of mathematics and various topics. ChatGPT can offer comprehensive instruction and assistance in the study of geometry, and the public discourse on social media is generally positive, with enthusiasm for the use of ChatGPT in teaching mathematics and educational settings. However, there are also voices that approach using ChatGPT in educational settings with caution. In the second stage of the study, the investigation of user experiences through three educational scenarios revealed various issues. ChatGPT lacks a deep understanding of geometry and cannot effectively correct misconceptions. The accuracy and effectiveness of ChatGPT solutions may depend on the complexity of the equation, input data, and the instructions given to ChatGPT. ChatGPT is expected to become more efficient in resolving increasingly complex mathematical problems. The results of this investigation propose a number of avenues for research that ought to be explored in order to guarantee the secure and conscientious integration of chatbots, especially ChatGPT, into mathematics education and learning.

The present study aimed to compare the effects of information and communication technology (ICT)-based and conventional methods of instruction on ninth-grade students’ academic enthusiasm for L2 learning (English). The statistical population included all ninth-grade students from lower secondary schools for girls located in the city of Tehran, Iran, in 2019–2020. For this purpose, applied research with a quasiexperimental design was employed to meet the study objectives. To select the statistical sample, the convenience sampling method was used, so one school equipped with the essential facilities was chosen to implement the ICT-based education. Then, two classrooms at the given school were selected as the experimental and control groups, each one consisting of 27 students, based on the random sampling method. The research tool was the 15-item Academic Enthusiasm Questionnaire (AEQ) containing behavioral, emotional, and cognitive subscales, and recruiting a five-point Likert-type scale. All the classrooms initially received a pretest, and then the experimental group was instructed by the ICT-based education. Finally, all the study groups completed a posttest. Moreover, inferential and descriptive statistics were applied for data analysis. The study results demonstrated a significant difference in terms of the baseline academic enthusiasm between the experimental and control groups. In addition, the ICT-based method of instruction showed stronger effects on students’ academic enthusiasm than the conventional one.

This study aimed to investigate the effect of a training program based on the trends in international mathematics and science study (TIMSS) on developing the habits of mind and mathematical reasoning skills among pre-service math teachers in Oman. The study sample consisted of 24 female pre-service math teachers divided into two equal groups: experimental and control. The study data was collected by sued the mathematical reasoning test and questionnaire that measured the level of habits of mind after appropriate validity and reliability. The study results showed statistically significant differences between the two study groups in favor of the experimental group in the mathematical reasoning test and the habits of mind scale. The study recommended that the need for pre-service math teachers to use programs based on international studies such as TIMSS, PISA, PIRLS, and TAILS; this was done to prove their effectiveness in developing the levels of habits of mind and mathematical reasoning skills by subjecting them to training programs, courses, and workshops with the aim of training teachers to implement the training programs effectively.

In this research work, the nonlinear coupled Konno–Oono (CKO) system is under examination to explore the dynamical soliton wave structure in the magnetic field through two distinct approaches with qualitative analysis. The magnetic potential represents an essential tool in constructing diverse functions in the fluency of the magnetic field. Based on the nature and physical context of certain magnetic fields, the CKO nonlinear evolution system was raised to modify the magnetic effects. Such impacts on the dynamics for the CKO system depend on the magnetic potential. The current study aims to expand the use of the sine–cosine and tan–cotan methods to process the CKO equations analytically. The two techniques show the applicability, simplicity, and low complexity based on the traveling-wave procedure. Assorted bright, dark, and mixed closed-form soliton solutions have been derived. The 3D solitons with different structures have been depicted. The interaction of displacements inside the magnetic field is also shown. For more generality, and because of the new findings in real-life applications of fractional calculus, the time-fractional CKO model in different versions is discussed, and its effects are illustrated. Finally, we analyze the stability explorations for the corresponding nonlinear ordinary system out of its sensitivity, bifurcation, and chaotic behaviors.

The aim of this study is to investigate the efficacy of Artificial Intelligence (AI) techniques and programs in developing Critical Thinking Skills (CTSs) in mathematics among secondary school students, as well as their attitudes towards it. This study employed an experimental methodology, which was applied to a sample of 91 students. A critical thinking test and a scale to measure students' Attitudes Towards Mathematics (ATM) were also utilized. This study revealed significant improvements in the mean scores of critical thinking skills among secondary students who were exposed to Artificial Intelligence Techniques (AITs), particularly in deduction, interpretation, inference, and evaluation. Additionally, the experimental group showed enhanced attitudes toward mathematics, as indicated by the post-application of the attitudes towards mathematics scale across all its domains. The findings underscore the efficacy of AI-powered methods in improving both critical thinking skills and attitudes toward mathematics. This study suggests integrating AI programs into curriculum content and providing teacher training to effectively utilize these technologies into mathematics education.

Complex fuzzy sets (CFSs) have recently emerged as a potent tool for expanding the scope of fuzzy sets to encompass wider ranges within the unit disk in the complex plane. This study explores complex fuzzy numbers and introduces their application for the first time in the literature to address a complex fuzzy partial differential equation that involves a complex fuzzy heat equation under Hukuhara differentiability. The researchers utilize an implicit finite difference scheme, namely the Crank–Nicolson method, to tackle complex fuzzy heat equations. The problem’s fuzziness arises from the coefficients in both amplitude and phase terms, as well as in the initial and boundary conditions, with the Convex normalized triangular fuzzy numbers extended to the unit disk in the complex plane. The researchers take advantage of the properties and benefits of CFS theory in the proposed numerical methods and subsequently provide a new proof of the stability under CFS theory. A numerical example is presented to demonstrate the proposed approach’s reliability and feasibility, with the results showing good agreement with the exact solution and relevant theoretical aspects.