The Reality of Employing Artificial Intelligence Applications in Teaching Mathematics among Male and Female Mathematics Teachers in the Second Cycle of Basic Education in the Sultanate of Oman

This study examined the use of artificial intelligence (AI) applications in mathematics teaching in the second cycle of basic education in the Sultanate of Oman. A descriptive–analytical design was employed, and the study involved 244 mathematics teachers from South Al Sharqiyah Governorate. A 46-item instrument comprising four domains was developed, and its validity and reliability were verified using appropriate statistical procedures. The findings indicated that the overall level of AI application use in mathematics teaching was moderate. The domains of perceived importance and teachers’ knowledge of AI applications showed relatively low levels, whereas the perceived level of challenges was moderate. Statistically significant gender differences were found in the domains of AI application use, perceived importance, and knowledge of AI applications, with female teachers reporting higher mean scores than male teachers. No statistically significant gender difference was found in the challenges domain. The findings should be interpreted in light of the study’s geographical and participant-related limitations, as the study was restricted to mathematics teachers of Grades 5–10 in one governorate. Based on these findings, the study recommends developing specialized national training programs to enhance teachers’ technological competencies and strengthen their instructional practices in alignment with national and global digital transformation initiatives. Keywords: artificial intelligence applications, mathematics teachers, the second cycle of basic education, mathematics teaching, artificial intelligence in education.