Earticle

As digital literacy education has increased since the 2022 curriculum, many classes are emerging to develop information processing and digital and artificial intelligence capabilities. As a result, more and more classes are applying smart education in schools, and attention is focused on how artificial intelligence can be used in classes. The purpose of this study is to explore what mathematical discourse students can form through artificial intelligence chatGPT. Rate and Ratio classes are held for one student studying the 6th grade course in elementary school. The teacher presents questions such as how rate, ratio, and fraction will relate to each other. Allow students to solve problems through conversations with ChatGPT about questions. we will extract ChatGPT and student conversation scripts to check whether mathematical discourse has been formed, whether there has been a change in the student's mathematical cognitive process and analyze the advantages and disadvantages of what teachers and ChatGPT explain through interviews. Through this, we will discuss the matters to be considered for the use of ChatGPT to form discourse in class.

The purpose of this study is to systematically review mathematical communication in classes using technologies. To achieve this aim, mathematical communication in traditional classes and those using technologies were discussed separately. The literature review indicates that the use of technologies provides visualization, dynamic manipulation, and convenience. Furthermore, there were very few studies focusing on mathematical communication between students and teachers in classes using technologies. Based on these results, it is suggested to expand research on mathematical communication by including various mathematical content and types of technologies.

Mathematics teachers' noticing plays a critical role in identifying students' understanding and misconceptions and in effectively supporting learning through appropriate instructional responses. This study analyzes the research trends on the noticing of mathematics teachers in South Korea and aims to provide insights for future research. Using a systematic literature review method, a total of 26 domestic studies were analyzed. The results indicate that the research primarily focuses on the "Numbers and Operations" domain, while studies on the "Algebra" domain and research targeting middle school students are relatively lacking. In terms of research subjects, studies on novice teachers are insufficient, and there is a noticeable lack of comparative studies on the noticing abilities among in-service teachers, pre-service teachers, and novice teachers. Additionally, while many studies have investigated the three components of noticing; attending, interpreting, and responding; there are also a significant number of studies that focus solely on attending. However, there is an absence of research on the component of "constructing". These findings suggest the need for more diverse and comprehensive research on the noticing of mathematics teachers, including studies across various mathematical content areas and studies focusing on novice teachers. Moreover, it underscores the importance of integrated research on attending, interpreting, and responding to enhance teacher professionalism, as well as the need for future research to address the component of constructing.

Nonverbal communication encompasses various methods to convey meaning that cannot be expressed verbally. Given the abstract nature of mathematics, these nonverbal methods provide more evidence in mathematical understanding than only analyzing the discourse in the mathematics classroom. This research divides nonverbal communication into five categories (gestures, eye gaze, facial expressions, posture, and haptics) and systematically reviews the literature using Thomas and Harden's thematic synthesis (2008). A total of 22 Korean-language papers were selected through keyword searches related to the five categories and their synonyms, as well as by applying four inclusion/exclusion criteria. Each paper was first reviewed to determine whether nonverbal methods were engaged in communication. Then, the subject and function of nonverbal communication in each paper were analyzed. Through this review, some findings and skewness were identified, leading to implications for follow-up themes.