MATHEMATICS TEACHERS' EDUCATIONAL NEEDS FOR AI-INTEGRATED INSTRUCTION: AN AI-TPACK FRAMEWORK ANALYSIS

As AI technologies, including generative AI, become widespread in education, developing mathematics teachers' expertise for effective AI integration is essential. This study examines South Korean mathematics teachers' educational needs for AI integration using the AI-TPACK framework. We administered an online survey to 426 elementary, middle, and high school teachers and identified priorities using Borich's needs scores and the Locus for Focus model, with subgroup analyses by teacher background variables. AI Ethics Knowledge (AI-EK) emerged as the highest priority, followed by AI-TPK and AI-TPACK, while AI-TK and AI-TCK were relatively lower priorities, indicating a shift from basic tool operation to ethical judgment and pedagogical integration. Needs differed by teacher characteristics: high school teachers reported higher needs, and teachers without AI-related professional development or AI instructional experience showed greater overall needs. These findings suggest that teacher education should prioritize ethical and pedagogical competencies and provide differentiated support by school level and experience.