An Analysis on Secondary Mathematics Teachers' Perceptions of AI-Convergence Education

Objectives The purpose of this study is to determine the level of awareness of secondary school mathematics teachers on the use of AI in mathematics education and the use of AI in various stages of lesson design. Methods A survey was conducted among 126 math teachers working in secondary schools. To analyze the survey results, the frequency, mean value, and standard deviation of each question were analyzed. In addition, in-dependent samples t-test and one-way analysis of variance were conducted to check the significance of differ-ences in respondents' characteristics as needed. Results The main findings of the study are as follows First, the results of the chi-square test were used to de-termine the statistical significance of whether the respondents had experience in teaching using A.I. Second, the chi-square test was used to determine whether the respondents had experience in teaching using A.I. The results showed that there were statistically significant differences in age and teaching experience, and the higher the age and teaching experience, the more teachers who had experience in teaching using A.I.. Third, the items that mathematics teachers expect more help from A.I. in lesson design are “diagnosing various learning problems by visualizing learner data (M=4.47),” “analyzing learning data such as learners' learning styles and learning patterns (M=4.4),” and “providing learning materials to overcome learning deficiencies (M=4.37)”. Fourth, when analyzing the perceptions of using AI in each stage of lesson design according to individual characteristics, the female mean (M=4.16) of ‘lesson design and development stage’ was higher than the male mean (M=3.88), and the difference was statistically significant. Conclusions Based on the results of the analysis, the following implications can be drawn for school math classes and lesson design activities. First, it is necessary to develop the professionalism of secondary math teachers so that math education using AI can be introduced and actively applied in the school field. Second, it is necessary to develop and disseminate teaching materials utilizing AI so that math education using AI can be activated. Third, research on AI-based math teaching and learning platforms is needed so that AI can be utilized in each stage of lesson design. Fourth, research and development of automatic grading systems utilizing AI technology should be conducted to support math education.