The Impact of AI-Based-Mathway Software on Obtaining the Concepts of Quadratic Equations and the Mathematical Self-Concept among Tenth-Grade Female Students

This investigation examines the impact of teaching with Artificial Intelligence (AI)-based math software on the understanding of quadratic equations and the mathematical self-concept among tenth-grade female students. The study implemented the quasi-experimental approach and included a sample of female students distributed into two groups: an experimental group (32 students) who were taught the subject of quadratic equations and their solution using Mathway software, and a control group (31 students) who were taught using the traditional method. To achieve the objectives of the study, a test on the concepts of quadratic equations and a scale of the mathematical self-concept were applied after verifying their validity and reliability. The results of the study showed remarkable progress in acquiring the concepts of quadratic equations (F = 49.39, p < 0.05) and enhancing the mathematical self-concept (F = 29.62, p < 0.05) among the students of the experimental group who studied the subject of solving quadratic equations using the Mathway software compared to the control group who studied using the traditional method. The study also recommended using the Mathway software in the educational process to acquire mathematical concepts and develop the mathematical self-concept. The study also recommended providing a special integrated laboratory for mathematics by providing modern computers and tablets to facilitate the implementation of classes and lessons for students and teachers, in addition to developing curricula to keep pace with modern technological means, computerized techniques, and software, and including their use in the educational process.