고새미라 Saemira Koh , 이경화 Kyeong-hwa Lee

DOI:10.63311/mathedu.25.6431 JANT Vol.64(No.3) 197-217, 2025

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This study aims to explore the learning opportunities and effects that Korean-Chinese bilingual students in the third year of middle school experience through participation in discussion-based mathematics lessons, from the perspective of Academic Literacy in Mathematics (ALM). To achieve this, discussion-based lessons were designed and implemented for students at a multicultural-focused middle school in the metropolitan area, and the analysis focused on the sub-components of mathematical practices, mathematical proficiency as well as the instructional strategies that promoted them. The analysis revealed that, among mathematical practices, argumentation, and among mathematical proficiency components, adaptive reasoning appeared most frequently throughout the lessons. Furthermore, the ways in which these elements emerged and interacted varied across different phases of the lessons. It was also confirmed that the teacher’s instructional strategies contributed to promoting bilingual students’ participation in discussions. This study suggests that lesson design for bilingual mathematics classrooms should integrate the three elements of ALM and that discussion-based lessons provide opportunities to reveal and address bilingual students’ incomplete conceptual understanding.

Hyunkyoung Yoon , Ji Yae Bong , Min Sook Park , Younghwan Kim

DOI:10.63311/mathedu.25.6432 JANT Vol.64(No.3) 219-233, 2025

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In this study, we explore the underlying reasons why learners return to a social question-and-answer (Q&A) platform for further assistance after interacting with generative artificial intelligence (genAI). GenAI tools such as ChatGPT are rapidly becoming influential resources in mathematics education, reshaping how students seek academic assistance. Despite their widespread adoption, many learners still seek additional support from peer-supported social Q&A platforms following their interactions with genAI. Through thematic analysis of 112 Mathematics Stack Exchange posts explicitly referencing ChatGPT, we identified four primary reasons prompting learners’ continued inquiries: (1) Usability and Relevance, (2) Discrepancy and Consistency, (3) Accuracy and Validity, and (4) User Perception and Behavior. These findings suggest learners often view ChatGPT as a supplementary resource rather than a standalone solution, indicating a critical and cautious approach toward AI-generated content. The study provides pedagogical implications by highlighting activities that encourage students to identify discrepancies, critically evaluate AIgenerated responses, and construct effective interaction strategies with genAI tools. Additionally, these insights support the design of instructional strategies that foster responsible and reflective engagement with genAI tools, emphasizing the continued importance of human interactions in mathematical leaning. This research establishes a foundation for future exploration into effectively integrating genAI within educational contexts.

석혜은 Hye-eun Seok

DOI:10.63311/mathedu.25.6433 JANT Vol.64(No.3) 235-247, 2025

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Despite the rapid expansion of basic statistics (general education) courses across universities, systematic pedagogical research and practical discussions to support such courses remain limited. In particular, students in the humanities and social sciences tend to perceive statistics as an academic obstacle. Based on this concern, the present study aimed to explore psychological and behavioral factors that may influence the academic achievement of humanities and social science students taking basic statistics (general education), and to generate preliminary data for the potential development of a shortened scale for university students. To this end, four psychological variables―achievement goals, self-regulated efficacy, test anxiety, and academic stress coping―were measured, and their interrelationships were analyzed. The results indicated that achievement goals showed significant positive correlations with self-regulated efficacy and academic stress coping, whereas test anxiety did not exhibit statistically significant relationships with the other variables. In addition, correlation analyses between academic achievement and individual items of each variable were conducted to identify preliminary core items in the domains of achievement goals, self-regulated efficacy, test anxiety, and academic stress coping. This study provides foundational data for the development of a shortened scale for university students and the design of educational interventions, and it also offers implications into the teaching of basic statistics (general education) in the humanities and social sciences.

소병락 Byoung-rag Soh , 김희정 Hee-jeong Kim

DOI:10.63311/mathedu.25.6434 JANT Vol.64(No.3) 249-275, 2025

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This study investigates how high school students understand and connect the discriminant of quadratic equations with the graph of quadratic functions, and explores the cognitive, contextual, and affective difficulties they experience in the process. A task-based survey was administered to 87 Grade 11 students who had completed the corresponding curriculum contents, followed by in-depth interviews with selected participants based on their survey responses. The survey questions were designed to assess the level of understanding in connecting algebraic and graphical representations of functions, while the interview probed their cognitive, contextual, and affective aspects in graph interpretation. The results indicate that students tended to favor problem-solving strategies relying on the discriminant as an algebraic tool, while demonstrating limited engagement in drawing or interpreting graphs for problem-solving. This tendency appears to be linked to fragmentary conceptual understanding of graphs, difficulties in selecting appropriate strategies for given contexts, and affective factors such as anxiety or avoidance related to graph use. The study highlights the need for instructional strategies that support students emotionally and promote meaningful connections between mathematical representations, enabling them to apply such connections effectively in problem-solving.

장현석 Hyun Suk Chang

DOI:10.63311/mathedu.25.6435 JANT Vol.64(No.3) 277-295, 2025

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In this study, the understanding and concept image of the inclusion relationship of quadrangles according to the grade and gender of middle school students were analyzed. To this end, a test tool was developed based on previous studies. For middle school students, first, the understanding of inclusion relation of quadrangles (i.e., the inclusion relation of the example set of quadrangles) and the inclusion relation in the opposite direction of a quadrangle (i.e., the inclusion relation of the property set of quadrangles) did not increase even if the grade went up. Second, there was no significant gender difference in the understanding of the quadrangle’s inclusion relation, but there was a significant gender difference in the understanding of the opposite direction inclusion relation. Third, students who understand the inclusion relation in the opposite direction of a quadrangle generally explained using critical attributes such as ‘The two diagonals have the same length.’ and ‘One angle is a right angle or all angles are a right angle.’ Fourth when the inclusion relation in the opposite direction of the quadrangle was not understood, an error appeared by partially paying attention to the concept image of the quadrangle in the process of comparing the two squares. Based on this, this study considered that teaching and learning based on the use of critical properties and the difference in perspective according to the direction of the inclusion relation of quadrangles from a structural point of view can promote middle school students’ understanding of the inclusion relation of quadrangles.

조상연 Sangyeon Jo , 유연주 Yun Joo Yoo , 신인섭 Insub Shin

DOI:10.63311/mathedu.25.6436 JANT Vol.64(No.3) 297-313, 2025

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With the digital transformation in education, research on Automatic Item Generation (AIG) for building extensive item banks is becoming increasingly significant. In particular, generating effective distractors for diagnosing students’ learning deficiencies is crucial. This study explored methods for automatically generating misconception- based distractors for linear equations in middle school mathematics using a Large Language Model (LLM). Employing GPT-4o, a total of 321 distractors were generated based on five error types, including logical errors, and five item types, such as simple linear equations. Results indicated approximately 60% success rates for three error types, whereas other types showed lower or no success. By item type, math word problems had notably low success (10.4%), while others averaged around 30%. Some generated distractors exhibited limitations, such as excessive algebraic manipulations or unrealistic solutions. Future studies should enhance prompt design to better reflect students’ cognitive processes and discuss practical applications of generated distractors.

정서진 Seojin Jeong

DOI:10.63311/mathedu.25.6437 JANT Vol.64(No.3) 315-328, 2025

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This study examined gender-based differences in middle school students’ mastery of statistical literacy across five cognitive components: data collection, representation, interpretation, reasoning, and evaluation. Responses from 1,024 third-grade middle school students were analyzed using a generalized linear mixed model (GLMM) that accounted for the repeated measures structure, along with chi-square tests and McNemar’s pairwise comparisons. The results showed that, for both male and female students, mastery rates were highest in data collection and lowest in reasoning. While the main effect of gender was not statistically significant, a significant interaction effect between gender and component emerged in the reasoning component, with female students demonstrating significantly lower mastery than their male counterparts. These findings suggest that gender differences do not manifest uniformly across all components but rather emerge selectively in cognitively demanding areas. This highlights the need for component-specific, gender-responsive instructional strategies in statistical education that can address the differentiated learning needs of students more effectively.

이창석 Changsuk Lee , 권오남 Oh Nam Kwon

DOI:10.63311/mathedu.25.6438 JANT Vol.64(No.3) 329-346, 2025

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This study aims to explore instructional design principles for mathematics-centered curriculum integration that strengthens the practical implementation of mathematics education in vocational contexts, focusing on specialized high schools in Korea. Acknowledging the need to improve the quality of mathematics education to better support vocational competencies, this study analyzes curriculum integration theory and situated learning theory as key conceptual frameworks. Through an in-depth review of literature and analysis of integrated lesson cases―such as agricultural power and technology (APT), construction, and hairdressing―the study identifies core design principles, including problem-centered instruction, purposeful use of tools, progressive conceptual development, and collaborative lesson design. It emphasizes the need for teaching structures that reorganize mathematical concepts as strategic thinking tools situated in authentic vocational contexts. By providing both theoretical foundations and practical design principles for mathematics instruction in specialized high schools, the study contributes to the qualitative enhancement of vocational mathematics education and offers implications for classroom practice.

Leena Kim

DOI:10.63311/mathedu.25.6439 JANT Vol.64(No.3) 347-373, 2025

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This mixed-methods study investigated how pre-service elementary teachers engaged with generative AI during mathematics lesson design and how their perceptions―conceptualized through an extended Unified Theory of Acceptance and Use of Technology (UTAUT)―were associated with instructional practices. The study addressed three research questions: (1) What factors underlie pre-service elementary teachers’ acceptance and behavioral intention toward generative AI, based on an extended UTAUT framework? (2) In the context of AI-supported lesson design, what types of questions do pre-service teachers pose, and how do they evaluate AI-generated responses? (3) How do pre-service teachers’ acceptance factors and behavioral intention levels relate to the types of questions they pose to generative AI and their evaluations of AI-generated responses? Fifty-three pre-service teachers completed a survey measuring seven UTAUT-related factors―performance expectancy, effort expectancy, social influence, trust, perceived risk, moral obligation, and behavioral intention―and participated in AI-supported lesson design tasks. Qualitative analyses of prompts and evaluations were combined with quantitative comparisons across factor levels. Findings revealed distinct engagement patterns: higher performance expectancy and trust were linked to student-centered, purpose-driven prompts and greater recognition of diverse instructional resources in AI outputs, whereas lower behavioral intention corresponded to textbook-based prompts and less critical engagement. Across groups, participants typically articulated both positive and improvable aspects of AI-generated content, indicating evaluative processes grounded in pedagogical reasoning rather than simple acceptance or rejection. The study underscores the need for AI literacy in teacher education―encompassing not only technical proficiency but also the capacity to critically interpret, adapt, and align AI-generated content with curricular goals, learner needs, and contextual realities. While situated in the specific context of Korean first-grade mathematics, the findings offer transferable insights for broader subject areas and educational settings, highlighting the importance of contextsensitive and pedagogically informed AI integration.

이상희 Sang Hee Lee , 장혜원 Hyewon Chang , 이윤경 Yunkyung Lee

DOI:10.63311/mathedu.25.64310 JANT Vol.64(No.3) 375-398, 2025

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This study investigated the effect of an instructional intervention emphasizing the relational meaning of the equal sign, from an early algebra perspective, on the development of structural thinking in first-grade students. Two firstgrade students participated, and their changes were analyzed across five categories: recognizing relationships, perceiving structure, representing, justifying, and generalizing. The intervention, adapted from six strategies identified in prior research for suitability to first-grade contexts, involved comparing various equation structures and engaging in structural connection activities. After the intervention, both students showed qualitative improvement in structural thinking, though with different developmental patterns. Student A expressed repeated structures in equations and represented them as a general term, while Student B used correspondence structures and transformations between quantities to justify equation validity and apply them to new equations. The findings suggest that even at the first-grade level, exploring the relational meaning of the equal sign and diverse equation structures can foster structural thinking. However, the study is limited by familiarity effects from repeated task use and the small sample size. Future research should involve learners with diverse mathematical backgrounds and alternative tasks to further validate the results.