김소민 Kim Somin , 이기마 Lee Gima , 김희정 Kim Hee-jeong

DOI: JANT Vol.27(No.3) 199-226, 2024

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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.

박미미 Park Mimi , 이은정 Lee Eunjung

DOI: JANT Vol.27(No.3) 227-246, 2024

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The purposes of this study were to analyze the levels of cognitive demand and questioning types in tasks of ‘Data and Chance’ presented in elementary mathematics textbooks in Korea, the United States, and Australia. The levels of cognitive demand of textbook tasks were analyzed according to the knowledge and process and thinking types required in the tasks. The tasks were also analyzed for questioning types, answer types, and response types. As a result, in terms of knowledge and process and thinking types in tasks, all three countries had something in common: the percentage of tasks requiring ‘representation’ and process was the highest, and the percentage of tasks requiring ‘basic application of skill/concept’ was also the highest. From a thinking types perspective, differences were found between textbook tasks in the three countries in graph and chance learning. The results of analyzing questioning types showed that in all three textbooks, the percentage of observational reasoning questions was highest, followed by the percentage of factual questions. The proportions and characteristics of the constructing questions included in the U.S. and Australian textbooks differed from those in the Korean textbooks. Based on these results, this study presents implications for constructing elementary mathematics textbook tasks in ‘Data and Chance.’

강윤지 Kang Yunji

DOI: JANT Vol.27(No.3) 247-260, 2024

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In real life, the concepts of number range and approximation are frequently used. These concepts are closely related to various mathematical concepts, and the need for research on the defining and learning of these related terms is emphasized. The learning contents of seven mathematical terms related to the range of numbers and approximation were analyzed, focusing on the definition of terms and the context of real life. As a result of analyzing the contents of 10 currently used elementary school mathematics textbooks, the lessons were organized according to the achievement standards presented in the curriculum, but the composition and order, real-life context, examples used in definitions, and the highlighted parts and directions of the activities varied depending on the author's intent. Based on the analysis results, implications for textbook writing and classroom instruction were presented.

손태권 Son Taekwon , 강다혜 Kang Dahye

DOI: JANT Vol.27(No.3) 261-279, 2024

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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.

박서연 Park Seo Yeon , 장혜원 Chang Hyewon

DOI: JANT Vol.27(No.3) 281-301, 2024

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Many students have experienced difficulties due to the discontinuity in instruction between arithmetic and algebra, and in the field of elementary education, algebra is often treated somewhat implicitly. However, algebra must be learned as algebraic thinking in accordance with the developmental stage at the elementary level through the expansion of numerical systems, principles, and thinking. In this study, algebraic thinking-based classes were developed and conducted for 6th graders in elementary school, and the effect on the ability to solve word-problems in fraction division was analyzed. During the 11 instructional sessions, the students generalized the solution by exploring the relationship between the dividend and the divisor, and further explored generalized representations applicable to all cases. The results of the study confirmed that algebraic thinking-based classes have positive effects on their ability to solve fractional division word-problems. In the problem-solving process, algebraic thinking elements such as symbolization, generalization, reasoning, and justification appeared, with students discovering various mathematical ideas and structures, and using them to solve problems Based on the research results, we induced some implications for early algebraic guidance in elementary school mathematics.

권미선 Kwon Misun

DOI: JANT Vol.27(No.3) 303-320, 2024

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This study presents the development and performance evaluation of a custom GPT-based chatbot tailored to provide solutions following Polya's problem-solving stages. A beta version of the chatbot was initially deployed to assess its mathematical capabilities, followed by iterative error identification and correction, leading to the final version. The completed chatbot demonstrated an accuracy rate of approximately 89.0%, correctly solving an average of 57.8 out of 65 image-based problems from a 6th-grade elementary mathematics textbook, reflecting a 4 percentage point improvement over the beta version. For a subset of 50 problems, where images were not critical for problem resolution, the chatbot achieved an accuracy rate of approximately 91.0%, solving an average of 45.5 problems correctly. Predominant errors included problem recognition issues, particularly with complex or poorly recognizable images, along with concept confusion and comprehension errors. The custom chatbot exhibited superior mathematical performance compared to the general-purpose ChatGPT. Additionally, its solution process can be adapted to various grade levels, facilitating personalized student instruction. The ease of chatbot creation and customization underscores its potential for diverse applications in mathematics education, such as individualized teacher support and personalized student guidance.

황현미 Hwang Hyun Mi , 홍진곤 Hong Jin-kon

DOI: JANT Vol.27(No.3) 321-331, 2024

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This study aims to analyze the difficulties encountered in the process of conceptualizing fractions from the perspective of metaphor. To achieve this, metaphors in mathematics education were examined by dividing them into natural conceptualizations through metaphor and their extension to educational metaphors. Subsequently, the difficulties in learning fractions through metaphorical conceptualization were analyzed from three aspects: the integration of multiple metaphors, interference from previously formed grounding metaphors, and the paradoxes of metaphor. Through this analysis, the study highlights the need for careful attention to how metaphors function during fraction learning and aims to provide insights for devising instructional strategies for teaching fractions.