The aim of the research is to determine the requirements (professional/technical and technical/organizational) for the use of artificial intelligence in teaching mathematics at the secondary stage from the point of view of teachers, and to measure the statistical differences between the viewpoints of mathematics teachers at the secondary stage regarding those requirements according to the variables (scientific qualification, years of experience, training courses). ) in all the educational offices affiliated with the Bisha Education Department (the Central Bisha Education Office, the Thaniyah Education Office, the Triangle Education Office, and the Balqarn Education Office), and relied on the descriptive and analytical approach, and relied on the questionnaire to collect its data, which consisted of two parts: The first: deals with the primary data of individuals. The sample in terms of: academic qualification, years of teaching experience, and training courses in the field of e-learning. The second: It consists of (37) statements divided into three axes: The first deals with the professional requirements for using artificial intelligence applications in teaching mathematics, and includes (13) statements. The second deals with the technical and artistic requirements for using artificial intelligence applications in teaching mathematics, and includes (11) statements. The third deals with the organizational requirements for using artificial intelligence applications in teaching mathematics, and includes (13) statements. Statements for all axes were developed according to a five-point scale to determine requirements. The use of artificial intelligence in teaching mathematics at the secondary level (very large, large, medium, small, and very small), and the research reached several results, including: All axes obtained a score of “very large,” and the total for the first axis, “Professional Requirements,” ranked first. The first axis was ranked first with an average of (4.287), then the third axis “Regulatory Requirements” ranked second with an average of (4.272), while the second axis “Technical and Artistic Requirements” was ranked third and last with an average of (4.248). It is also noted that the standard deviations were average for all axes. It was also found that there were statistically significant differences at the level of significance (=0.05) in “all requirements as well as the total requirements as a whole,” according to the “academic qualification” variable, in favor of the “Master’s” category
Saud Metrek Sayaf (Mon,) studied this question.