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영어

This study conducted a scoping review of literature related to TPACK in the field of mathematics education in Korea, aiming to explore overall research trends, identify gaps in AI-integrated TPACK studies, and suggest future research directions. A total of 20 studies published between 2007 and November 2024 that met the inclusion criteria were analyzed in terms of research methods, participants, and topics. The findings showed that research methods were evenly distributed among quantitative, qualitative, and mixed-method approaches. In terms of research participants, studies focusing on secondary school teachers accounted for approximately 89%, while no studies on pre-service primary teachers were identified. Regarding research topics, about half of the studies investigated changes in teachers’ TPACK-related perceptions or competencies through lessons or teacher education programs. Notably, only two studies addressed AI-based learning tools, and only one explicitly referred to an AI-TPACK model. These findings suggest that TPACK research relevant to AI-based teaching and learning environments in Korean mathematics education remains largely theoretical, with limited investigation into classroom applications or teacher expertise. Future research should focus on practice-oriented studies involving AI-based instructional implementation and further examine the applicability and educational impact of the AI-TPACK model, particularly in secondary school settings.