Seoul Dongsan Middle School, Seoul Special City, South Korea

Abstract: The revised 2022 National Mathematics Curriculum Standards of South Korea emphasizes that middle school mathematics teaching should abandon passive knowledge lecturing, focus on individual academic differences among students, implement competency-oriented personalized teaching via modern instructional tools, and prioritize the cultivation of students’ mathematical reasoning, problem-solving and practical application abilities. For a long time, middle school geometry teaching in South Korea has been plagued by prominent problems, including inaccurate individual learning diagnosis, homogenized inquiry activities, superficial thinking training, and delayed teaching evaluation. Traditional classrooms struggle to meet the dual demands of reinforcing foundational knowledge for underachieving students and expanding advanced thinking for high-achieving learners.

To address the practical dilemma of implementing tailored teaching in geometry classrooms, this paper takes the core eighth-grade geometry topic “Properties of Parallelograms” as the research case and explores a lightweight non-immersive AI-assisted teaching model. Eliminating high-end equipment such as VR and virtual simulation systems, this study relies solely on AI functions including learning diagnosis, data statistics, error collation, and differentiated task push to serve classroom teaching, while firmly maintaining students’ dominant position in practical inquiry. This paper reconstructs a brand-new classroom structure and elaborates on teaching adaptability analysis, AI integration design, on-site classroom implementation, multi-dimensional verification of teaching effectiveness, and instructional optimization reflection. It fully presents the whole implementation process of data-driven innovative geometry teaching, providing practical front-line evidence for intelligent precision teaching and quality improvement of inquiry-based geometry instruction in Korean primary and secondary mathematics classrooms.

Keywords: Korean middle school mathematics; geometry teaching; AI-enabled precision teaching; personalized inquiry; properties of parallelograms; classroom teaching case