Case Study of High School Mathematics Teachers’ Practice of Digital·AI Curriculum: An Exploration Based on Ecological Teacher Agency

With the advent of the era of digital transformation, digital·AI-related policies are being actively promoted in the curriculum. This study aims to explore high school mathematics teachers’ practice of digital·AI curriculum based on ecological approach to teacher agency. For this, interviews were conducted with four high school mathematics teachers, focused on the following research questions: 1) How do high school mathematics teachers practice the digital·AI curriculum? 2) What are the factors that influence high school mathematics teachers’ practice of the digital·AI curriculum? The results of the study showed that high school mathematics teachers practiced the digital·AI curriculum, showing various teacher agency, ranging from neutral·critical acceptance, passive practice, and proactive implementation. In addition, these various practices are influenced by personal factors (prior experience or knowledge, beliefs to mathematics classes, recognition to future competencies) and contextual factors (school environment, attitudes of mathematics teachers at the same school, teacher learning community). This study discusses the usefulness and value of ecological approach to teacher agency in interpreting mathematics teachers’ curriculum practice, and suggests the need for structural, environmental, cultural support to enable teachers' autonomous and independent practice of the digital·AI curriculum.