An analysis on the functions and educational implications of AI digital mathematics textbooks in Korean elementary schools

Abstract

This study aims to analyze the core functions and educational implications of AI-based digital mathematics textbooks (AIDTs) that are currently being developed and implemented in Korean elementary schools. In particular, it focuses on two representative cases-Chunjae Textbook and YBM Education. The study examines how each publisher’s AIDT system supports personalized learning, diagnostic assessment, tutoring, data visualization through dashboards, accessibility, and ethical considerations. The research is based on a qualitative content analysis of AIDT interfaces, official manuals, platform guidelines, and related policy documents mostly published between 2023 and 2025. Each system’s design and functionality were analyzed across six functional domains: diagnostic assessment, adaptive content recommendation, AI tutoring, learning analytics dashboards, accessibility and inclusion, and data ethics and privacy. The findings reveal that Chunjae’s AIDT emphasizes conceptual understanding and misconception analysis through AI-driven diagnostic functions, while YBM’s AIDT highlights multimodal content delivery and learner engagement through interactive AI tutors and multimedia tools. From an educational perspective, AIDTs demonstrate the potential to reshape the teacher’s role from a transmitter of knowledge to a reflective learning designer and data-informed mentor. However, the study also identifies several challenges, including the need for algorithmic transparency, the development of universal design principles, and clearer guidelines for data ethics in school contexts. The results align with constructivist and sociocultural theories and contribute to ongoing discussions on the integration of artificial intelligence in mathematics education.