Mathematics pre-service teachers’ expectation and using of AIDT

The purpose of this study was to investigate how pre-service teachers intend to implement AIDT in math classes and how pre-service teachers recognize the advantages and disadvantages of AIDT. Based on the AIDT prototype, five pre-service math teachers in the third grade of the College of Education designed and executed a math class using the functions of AIDT, and the AIDT functions shown in the class were teacher’s dashboard, learning diagnosis and analysis, textbook reorganization, AI tutor, and simulation. Although it was not applied to the class, pre-service teachers expected AIDT to provide personalized items for each level using AI assistants, immediate feedback, and various materials. Meanwhile, peer pre-service math teachers who attended this class recognized the advantages and disadvantages of AIDT from the perspective of students and teachers, and their advantages were recognized more than disadvantages. From a student's point of view, class activities, affective do main, personalized learning, and digital devices were recognized, and from a teacher's point of view, teaching and learning im provement, textbook reorganization, learning diagnosis, task provision by level, digital devices, and workload categories were represented. Through this, follow-up studies on pre-service teacher education and the use of AIDT were suggested.