We are pleased to announce a Special Issue entitled “Artificial Intelligence and Mathematics Education” for the Journal of the Korean Society of Mathematical Education, Series D: Research in Mathematical Education. In recent decades, artificial intelligence (AI) has gradually permeated various aspects of society, including mathematics and mathematics education. The augmentation of human intelligence through a human–machine partnership has the potential to impact the advancement of knowledge (Engelbrecht & Borba, 2024). In particular, teaching and learning of mathematics is being transformed by the advent of various types of AI, including AI-powered platforms and generative AI.
This special issue is dedicated to the examination of AI in mathematics education across a range of contexts. These include studies examining the experiences and perceptions of using AI in mathematics education (e.g., Shin, 2022; Wardat, Tashtoush, AlAli, & Jarrah, 2023), AI-based assessment for mathematics learning (e.g., Luzano, 2024; Moon et al., 2024), the role of AI in supporting mathematics teachers (e.g., Lee et al., 2024), and AI to support mathematics learning and competence (e.g., Park & Manley, 2024). We encourage submissions from a range of perspectives and methodologies, including but not limited to the following areas:
- 1) AI-based personalized learning in mathematics
- 2) AI-based assessment for mathematics learning
- 3) The role of AI in supporting mathematics teachers
- 4) AI and the development of mathematical problem solving
- 5) The impact of AI-based intelligent tutoring systems on mathematics learning outcomes
- 6) AI in the classroom: Enhancing collaboration and peer learning
- 7) Mathematics education and AI: Implications for curriculum design
- 8) AI in support of equitable mathematics education
- 9) AI and data literacy in mathematics education
- 10) AI for learning difficulties in mathematics
- 11) AI-based mathematics learning and student motivation
- 12) Ethical considerations of AI in mathematics education
These are just a few example areas of studying AI in mathematics education, but we are open to any ideas either merging these areas or coming up with totally new areas to deepen our understanding of AI and mathematics education.
Expected publication date: September 2026, see detailed calendar of deadlines below.
The manuscript title, addressing the aforementioned topic areas, along with the author(s)’ information (i.e., name and affiliation), should be submitted via email to the editors by March 30, 2025, at djshin@pusan.ac.kr. Based on this information, we will notify you by the end of April with an invitation to submit the full manuscript. We may contact you via email to assess the suitability of your submission for this special issue. All manuscripts will undergo a rigorous double-blind peer-review process. Manuscripts should conform to the general guidelines on style specified in the Publication Manual of the American Psychological Association (7th edition) and the word limit for Research Reports is 10,000 words including references and appendix.
| March 30, 2025 | Title and author information |
| April 30, 2025 | Invitation to develop the full manuscript |
| September 30, 2025 | Full submission for blind review |
| January 30, 2026 | Feedback sent to the authors |
| April 30, 2026 | First revision due |
| June 30, 2026 | Second revision due if necessary |
| August 30, 2026 | Final manuscript due |
| September 30, 2026 | Proof and copyright |
We look forward to contributions from our international community of mathematics education, data science, and educational psychology researchers on this special topic.
Dr. Dongjo Shin, Assistant Professor of Math Education, Pusan National University, djshin@pusan.ac.kr
Dr. Hyejin Park, Assistant Professor of Math Education, Drake University, hyejin.park@drake.edu
Dr. Sheunghyun Yeo, Associate Professor of Math Education, Daegu National University of Education, shyeo@dnue.ac.kr
Engelbrecht, J., & Borba, M. C. (2024). Recent developments in using digital technology in mathematics education. ZDM Mathematics Education, 56, 281–292.
Lee, D., Son, T., & Yeo, S. (2024). Impacts of interacting with an AI chatbot on preservice teachers’ responsive teaching skills in math education. Journal of Computer Assisted Learning.
Luzano, JFP. (2024). Assessment in mathematics education in the sphere of Artificial Intelligence: A systematic review on its threats and opportunities. International Journal of Academic Multidisciplinary Research, 8(2), 100–104.
Moon, J., Yeo, S., Banihashem, S. K., & Noroozi, O. (2024). Using multimodal learning analytics as a formative assessment tool: Exploring collaborative dynamics in mathematics teacher education. Journal of Computer Assisted Learning. 40(6), 2753–2771.
Park, H., & Manley, E. D. (2024). Using ChatGPT as a proof assistant in a mathematics pathways course. The Mathematical Education, 63(2), 139–163.
Shin, D. (2022). Teaching mathematics integrating intelligent tutoring systems: Investigating prospective teachers’ concerns and TPACK. International Journal of Science and Mathematics Education, 20(8), 1659–1676.
Wardat, Y., Tashtoush, M. A., AlAli, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary tool for teaching and learning mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2286.