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.

This paper studies the propagation of the short pulse optics model governed by the higher-order nonlinear Schrödinger equation (NLSE) with non-Kerr nonlinearity. Exact one-soliton solutions are derived for a generalized case of the NLSE with the aid of software symbolic computations. The modified Kudryashov simple equation method (MSEM) is employed for this purpose under some parametric constraints. The computational work shows the difference, effectiveness, reliability, and power of the considered scheme. This method can treat several complex higher-order NLSEs that arise in mathematical physics. Graphical illustrations of some obtained solitons are presented.

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.

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