• Research in Mathematical Education
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• v.26 no.4
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• pp.333-349
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• 2023

Recently, AI has become a crucial tool in mathematics education due to advances in machine learning and deep learning. Considering the importance of AI, examining teachers' beliefs about AI in mathematics education (AIME) is crucial, as these beliefs affect their instruction and student learning experiences. The present study developed a scale to measure preservice teachers' (PST) beliefs about AIME through factor analysis and rigorous reliability and validity analyses. The study analyzed 202 PST's data and developed a scale comprising three factors and 11 items. The first factor gauges PSTs' beliefs regarding their roles in using AI for mathematics education (4 items), the second factor assesses PSTs' beliefs about using AI for mathematics teaching (3 items), and the third factor explores PSTs' beliefs about AI for mathematics learning (4 items). Moreover, the outcomes of confirmatory factor analysis affirm that the three-factor model outperforms other models (a one-factor or a two-factor model). These findings are in line with previous scales examining mathematics teacher beliefs, reinforcing the notion that such beliefs are multifaceted and developed through diverse experiences. Descriptive analysis reveals that overall PSTs exhibit positive beliefs about AIME. However, they show relatively lower levels of beliefs about their roles in using AI for mathematics education. Practical and theoretical implications are discussed.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.299-316
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• 2023

With the importance and necessity of using AI in the field of education, this study aims to explore elementary school teachers' perceptions of using Artificial Intelligence (AI) in mathematics education. For this purpose, we conducted a survey using a 5-point Likert scale with 161 elementary school teachers and analyzed their perceptions of mathematics education with AI via four categories (i.e., Attitude of using AI, AI for teaching mathematics, AI for learning mathematics, and AI for assessing mathematics performance). As a result, elementary school teachers displayed positive perceptions of the usefulness of AI applications to teaching, learning, and assessment of mathematics. Specifically, they strongly agreed that AI could assist personalized teaching and learning, supplement prerequisite learning, and analyze the results of assessment. They also agreed that AI in mathematics education would not replace the teacher's role. The results of this study also showed that the teachers exhibited diverse perceptions ranging from negative to neutral to positive. The teachers reported that they were less confident and prepared to teach mathematics using AI, with significant differences in their perceptions depending on whether they enacted mathematics lessons with AI or received professional training courses related to AI. We discuss the implications for the role of teachers and pedagogical supports to effectively utilize AI in mathematics education.

• The Mathematical Education
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• v.63 no.2
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• pp.351-368
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• 2024

One of the important factors for the effective implementation of artificial intelligence (AI) in mathematics education is the perceptions of the teachers who adopt it. This study surveyed 161 elementary school teachers and 157 secondary mathematics teachers on their perceptions of using AI in mathematics education, grouped into four categories: attitude toward using AI, AI for teaching mathematics, AI for learning mathematics, and AI for assessing mathematics. The findings showed that teachers were most positive about using AI for teaching and learning mathematics, whereas their attitudes towards using AI were less favorable. In addition, elementary school teachers demonstrated a higher positive response rate across all categories compared to secondary mathematics teachers, who exhibited more neutral perceptions. Based on the results, we discussed the pedagogical implications for teachers to effectively use AI in mathematics education.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.199-226
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• 2024

In response to the era of transformation necessitating the introduction of Artificial Intelligence (AI) and digital technologies, educational innovation is undertaken with the implementation of AI digital textbooks in Mathematics, English, and Information subjects by 2025 in Korea. Within this context, this study analyzed the perceptions and needs of elementary school teachers regarding mathematics AI digital textbook. Based on a survey conducted in November 2023, involving 132 elementary school teachers across the country, the analysis revealed that the majority of elementary school teachers had a low perception of the introduction and need for mathematics AI digital textbooks. However, some recognized the potential for personalized learning and effective teaching support. Furthermore, among the core technologies of the AI digital textbook, teachers highly valued the necessity of learning diagnostics and teacher reconfiguration functions and had the most positive perception of their usefulness in math lessons, while their perception of interactivity was relatively low. These findings suggest the need for changing teachers' perceptions through professional development and information provision to ensure the successful adoption and use of mathematics AI digital textbooks. Specifically, providing concrete and practical ways to use the AI digital textbook, exploring alternatives to digital overload, and continuing development and research on core technologies.

• East Asian mathematical journal
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• v.35 no.4
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• pp.509-528
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• 2019

As various changes in education in general and learning environment in particular have promoted different needs and expectations for learning at both personal and social levels, the roles that schools and school teachers typically have with respect to their students are being challenged. Especially with the recent, rapid progress of the artificial intelligence(AI) field, AI could serve beyond the way in which it has been used. Based on a review of some of the related literature and the current development of AI, a view on utilizing AI to be a collaborative, complementary partner with an human mathematics teacher in the classroom in order to support both students and teachers will be discussed.

• The Mathematical Education
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• v.62 no.3
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• pp.401-416
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• 2023

This study systematically examined the influence of preservice teachers' self-efficacy and AI anxiety, on the intention to use AI programs 'knock-knock! mathematics expedition' in mathematics lessons based on a technology acceptance model. The research model was established with variables including self-efficacy, AI anxiety, perceived ease of use, perceived usefulness, and intention of use from 254 pre-service teachers. The structural relationships and direct and indirect effects between these variables were examined through structural equation modeling. The results indicated that self-efficacy significantly affected perceived ease of use, perceived usefulness, and intention to use. In contrast, AI anxiety did not significantly influence perceived ease of use and perceived usefulness. Perceived ease of use significantly affected perceived usefulness and intention to use and perceived usefulness significantly affected intention to use. The findings offer insights and strategies for encouraging the use of 'knock-knock! mathematics expedition' by preservice teachers in mathematics lessons.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.261-279
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• 2024

The purpose of this study is to examine the characteristics of AI courseware for mathematics learning based on Choppin et al.'s (2014) digital typology and to derive implications for directions for AI courseware development. For this purpose, 12 types of AI courseware actively used in domestic were selected for analysis, and the characteristics of these AI courseware in terms of program-student interaction, teacher' s lesson design, and evaluation system were analyzed. As a result, each AI courseware provided unique functional features for students, teachers, and evaluation, but the ability to modify and configure teaching and learning was limited. Based on these results, implications for the direction of development of AI courseware in mathematics education were presented.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.163-180
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• 2023

This study aimed to investigate the factors influencing the intentions of elementary school teachers to use artificial intelligence (AI) in mathematics lessons and to identify the essential prerequisites for the effective implementation of AI in mathematics education. To achieve this purpose, we examined the structural relationship between elementary school teachers' TPACK(Technological Pedagogical Content Knowledge) and the TAM(Technology Acceptance Model) using structural equation model. The findings of the study indicated that elementary school teachers' TPACK regarding the use of AI in mathematics instruction had a direct and significant impact on their perceived ease of use and perceived usefulness of AI. In other words, when teachers possessed a higher level of TPACK competency in utilizing AI in mathematics classes, they found it easier to incorporate AI technology and recognized it as a valuable tool to enhance students' mathematics learning experience. In addition, perceived ease of use and perceived usefulness directly influenced the attitudes of elementary school teachers towards the integration of AI in mathematics education. When teachers perceived AI as easy to use in their mathematics lessons, they were more likely to recognize its usefulness and develop a positive attitude towards its application in the classroom. Perceived ease of use, perceived usefulness, and attitude towards AI integration in mathematics classes had a direct impact on the intentions of elementary school teachers to use AI in their mathematics instruction. As teachers perceived AI as easy to use, valuable, and developed a positive attitude towards its incorporation, their intention to utilize AI in mathematics education increased. In conclusion, this study shed light on the factors influencing elementary school teachers' intentions to use AI in mathematics classes. It revealed that teachers' TPACK plays a crucial role in facilitating the integration of AI in mathematics education. Additionally, the study emphasized the significance of enhancing teachers' awareness of the advantages and convenience of using AI in mathematics instruction to foster positive attitudes and intentions towards its implementation. By understanding these factors, educational stakeholders can develop strategies to effectively promote the utilization of AI in mathematics education, ultimately enhancing students' learning outcomes.

• The Mathematical Education
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• v.63 no.3
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• pp.467-484
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• 2024

The rapid advancement of generative AI has ushered in an era where anyone can create and freely utilize personalized chatbots without the need for programming expertise. This study aimed to develop a customized chatbot based on OpenAI's GPTs for the purpose of pre-service teacher education and to analyze its educational performance in mathematics as assessed by educators guiding pre-service teachers. Responses to identical questions from a general-purpose chatbot (ChatGPT), a customized GPTs-based chatbot, and an elementary mathematics education expert were compared. The expert's responses received an average score of 4.52, while the customized GPTs-based chatbot received an average score of 3.73, indicating that the latter's performance did not reach the expert level. However, the customized GPTs-based chatbot's score, which was close to "adequate" on a 5-point scale, suggests its potential educational utility. On the other hand, the general-purpose chatbot, ChatGPT, received a lower average score of 2.86, with feedback indicating that its responses were not systematic and remained at a general level, making it less suitable for use in mathematics education. Despite the proven educational effectiveness of conventional customized chatbots, the time and cost associated with their development have been significant barriers. However, with the advent of GPTs services, anyone can now easily create chatbots tailored to both educators and learners, with responses that achieve a certain level of mathematics educational validity, thereby offering effective utilization across various aspects of mathematics education.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.215-234
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• 2020

With the advent of the AI, the need to use AI in the field of education is widely recognized. The purpose of this study is to shed light on how prospective mathematics teachers perceive the need for AI and the role of teachers in future mathematics education. As a result, with regard to teaching, prospective teachers recognized that the use of AI in school mathematics is a demand of a new era, that various types of lesson can be implemented, and that accurate knowledge and information can be delivered. On the other hand, they recognized that AI has limitations in having cognitive and emotional interactions with students. As for mathematics learning, the prospective teachers recognized that AI can provide individualized learning, be used for supplementary learning outside of school, and stimulate students' interest in learning. However, they also said that learning through AI could undermine students' ability to think on their own. With regard to assessment, the prospective teachers recognized that AI is objective, fair and can reduce teachers' workload, but they also said that AI has limitations in evaluating students' abilities in constructed-response items and in process-focused assessment. The roles of teachers that the prospective teachers think were to conduct a lesson, emotional interaction, unstructured assessment, and counseling, and those of AI were individualized learning, rote learning, structured assessment, and administrative works.