The rapid advancement of artificial intelligence (AI) is exerting a profound influence across all sectors of global society, and the potential uses and directions of AI in education have become an increasingly prominent topic of discussion. In particular, individualized instruction using AI learning courseware is gaining attention in mathematics education, which is characterized by its hierarchical nature. This has led to a growing demand to investigate how such instruction transforms both students’ learning processes and teachers’ professional development. Accordingly, this study analyzes the mathematical noticing of teachers and students in a middle school linear function lesson utilizing AI courseware, based on two modes of reasoning—numerical and positional—used to interpret points on a function graph. The results reveal that, in the new environment of AI courseware-based instruction, focal points emerged through the simultaneous action of focusing interaction, mathematical tasks, and the nature of mathematical activity. These results not only offer insights into the directions for strengthening teachers’ professional expertise in AI-supported mathematics classrooms, but also suggest the potential for personalized learning support for students. This study is expected to contribute to exploring the effectiveness of mathematics instruction supported by AI courseware and to deepening our understanding of how AI-based educational environments influence the learning processes of both teachers and students.
Choi et al. (Tue,) studied this question.