This study aimed to develop culturally responsive instructional materials for multicultural students in the middle school statistics curriculum. Recognizing that many such students face linguistic and cultural barriers in mathematics, the study incorporated teacher interviews, curriculum analysis, and multicultural online resources to design lessons that promote inclusion and comprehension. Key activities, such as analyzing weather data from different countries or comparing global food prices, were developed to connect statistical concepts with students' cultural experiences. These materials support both mathematical understanding and cultural awareness, while also utilizing digital tools like Canva to increase engagement. Unlike previous research focused on teacher training or theoretical frameworks, this study offers classroom-ready resources rooted in field practice. Further research is needed to evaluate long-term effects and expand the approach to other math topics. This work contributes to the development of equitable and inclusive mathematics education for diverse learners.

This study analyzed the actual state of private education for mathematics of middle and high school students and analyzed their perspectives. As a result of the study, it appeared that the higher the grade, the greater the burden of difficulty on mathematics and the greater the dependence on private education.

This study developed AI-integrated instructional materials for elementary grades 5-6 aligned with Korea’s 2022 Revised National Curriculum and evaluated their impact on students' AI core competencies and integrative thinking. Following the ADDIE process and analyzing national policy documents, we organized ten topics suitable for the elementary AI framework. The materials were implemented in a Grade 6 class in Gyeonggi Province, with pre-and post-surveys measuring AI competencies (understanding, ethics, socio-emotional) and integrative thinking (problem-solving, critical, and creative thinking). Paired-samples t-tests revealed significant increases in both subdomains of integrative thinking. These findings suggest the materials promote balanced development in AI conceptual and ethical awareness while strengthening mathematics-grounded integrative thinking through data interpretation and modeling. This study contributes a practical design model, lesson resources, and assessment criteria for upper elementary AI-mathematics integration.

Writing instruction in the early grades often neglects systematic revision and conferencing. This comparative case study examined the impact of explicit peer-conference training on the math writing of elementary students, focusing on discourse quality and revision patterns. Findings indicate that trained partnerships articulated clearer conference purposes and exhibited significantly lower rates of off-task behavior. Furthermore, trained students produced a higher volume of changes and nearly double the rate of peer-influenced revisions compared to non-trained peers. Results may suggest that peer conferencing, when explicitly modeled, serves as a productive complement to teacher-led instruction by helping young students internalize feedback to improve mathematical reasoning.