AI-integrated Mathematics Education: A Review of Literature in the Korean Context

Abstract

The emergence of AI-integrated mathematics education presents great potential for the field of mathematics education. However, there is limited knowledge about the appropriate use of artificial intelligence, its pedagogical implications, and its impact on the current educational system. This paper conducts a comprehensive review of research papers in the Korean context, with a focus on those published since 2020. The review summarizes research topics and classifies the research by school levels, participants, and research methods related to the studies of AI-integrated mathematics education (AIME) in Korea. Our findings show that many AIME research studies in Korea used qualitative methods. These studies addressed instruction and pedagogical support in AI-integrated learning environments, with several conducted at the elementary and high school levels. However, some did not specify their contexts or participants. Additionally, the research examined the design of mathematical tasks and programs associated with AI-integrated educational technology including various programming languages, physical computing programs, and educational tools to facilitate AI-integrated experiences. Regarding AI-based learning platforms, most research was impact studies. The study also highlights salient curriculum and didactic programs proposed and implemented in the Korean educational community, which can serve as useful models for international communities seeking to implement and advance AI-integrated mathematics education in their respective contexts.