Seoul Hongneung Elementary Schoo，Seoul，Korea

Abstract: This study aims to develop a personalized instructional design model for elementary mathematics using artificial intelligence (AI) technology, and to verify its effects by applying it to fourth-grade classes at Hongneung Elementary School in Seoul. Based on five years of experience as a classroom teacher, the researcher recognized the problem that existing uniform instruction methods cannot reflect individual differences in students' learning pace and level, and explored solutions using AI technology. The research method employed action research, going through the cyclical process of "diagnosis-design-application-evaluation-refinement." The results showed that students in the experimental group who received AI-based personalized instruction demonstrated a statistically significant improvement in mathematics academic achievement (p<.05), and their interest in mathematics and self-efficacy increased by 38% and 42% respectively. In particular, students with basic academic deficiencies showed the greatest improvement due to the provision of personalized feedback and phased learning paths. The significance of this study lies in proposing a practical model that classroom teachers can directly design and apply using AI tools, suggesting the potential for field application of AI technology in future Korean elementary mathematics education.

Keywords: artificial intelligence, elementary mathematics education, personalized learning, instructional design innovation, classroom teacher, instructional model