AI-Based Digital Textbooks, Mathematics, and Computational Thinking

• In Event: AERA Poster Session Thursday 7:45am
  In Poster Session: AI, Learning, and Innovation: Emerging Research in Education

Abstract

This study explores South Korean elementary teachers’ perceptions of integrating computational thinking (CT) into mathematics instruction and mathematics instruction using AI-based digital textbooks (AIDT). Grounded in a constructivist perspective, interviews with six teachers revealed that most associated CT with problem-solving and procedural thinking. While teachers recognized links between mathematics and CT components like abstraction and algorithmic thinking, they struggled to relate debugging and automation to math. However, AIDT suggested the potential to bridge this gap. Key challenges included time constraints, lack of professional development, and limited resources. The findings inform future teacher training programs by highlighting the need for conceptual clarity and material support for CT integration.

Authors

• Bung Woo Jun, Florida State University

• Seungki Shin, Seoul National University of Education

• Dabin Park, Indiana University