Thailand has embarked on a 20-year National Strategy (2018–2037 CE), with the vision of transforming the nation into “ a developed country with security, prosperity and sustainability in accordance with the Sufficiency Economy Philosophy” with the ultimate goal being all Thai people’ s happiness and enduring well- being within the context of a rapidly evolving global environment. A key component of this strategy is the significant advancement in information and communication technology (ICT) infrastructure, which has facilitated broader access to online knowledge resources for Thai population.  

Central to this educational advancement is the role of the Institute for the Promotion of Teaching Science and Technology (IPST), a national body charged with the development of Science, Mathematics, and Technology curricula, along with corresponding learning materials and pedagogical strategies in Thailand. The IPST has developed a suite of digital resources specifically for mathematics education, including chatbots, interactive and augmented reality (AR) applications, and instructional kits for softwares such as Geometer's Sketchpad (GSP) and GeoGebra. These educational media are meticulously designed to align with the current National Mathematics Curriculum, aiming to enhance students' competencies in both content knowledge and essential skills. Furthermore, these resources are intended to foster positive attitudes toward mathematics and to improve the learning potential of individuals across all age groups. Through these efforts, Thailand seeks to cultivate a future- ready citizenry equipped with the skills necessary to thrive in a dynamic and uncertain world. 

Keywords: Digital Tool, ICT, Mathematics Education, Technology in Education 

The rapid advancement of technology is having a significant impact on various fields, including mathematics education. This represents a significant opportunity to enhance the quality of mathematics education. Nevertheless, mathematics teachers are confronted with the challenge of enhancing their competence in integrating information and communication technology (ICT) in their classrooms, including in the teaching of mathematical modelling. The objective of this presentation is to explore the competencies that teachers require in order to integrate ICT in mathematical modelling education in the context of the digital age. The presentation starts with an overview of technology integration in education, before moving on to discuss the specifics of current technology integration in mathematics education and the competencies required of teachers to implement it effectively. In particular, the talk will focus on the integration of current technologies, specifically augmented reality (AR), virtual reality (VR), artificial intelligence (AI), robotics, and 3D printing, in mathematics modelling education. This integration will be explored in the context of math trails settings, including outdoor, indoor, and virtual environments. Additionally, the role of scaffolding in teaching and task design will be addressed, with a view to understanding how these elements can be effectively incorporated into the design and implementation of ICT integration in mathematics learning.

Keywords:   Teachers’ competencies, ICT, Mathematics Education

The sudden irruption of AI, particularly LLMs, pushed us to rethink education. Citizens need new skills to handle effective human-AI interaction and enhance their computational thinking and creativity. They need to understand the underlying psychology of artificial agents. Learn how to communicate and when to trust them. This is a great challenge because these agents are something between a person and a mechanism, and the nature of our trust is completely different for each one. However, many of the proposed uses of AI in education focus on personalized isolated learning, and it often overlooks the social nature of the learning process, the dynamics of trust in peers and teachers, and the pivotal guide of teachers. In this presentation, I propose a novel approach that combines collaborative learning with hands-on coloring activities and AI support for the teacher. I propose activities that blend concrete objects with core abstract concepts of AI to learn the hidden mechanism of the artificial agent's psychology. Students do it by coloring and developing argumentation, problem-solving, and problem-posing skills. The focus is on peer interaction to help students equip themselves with the skills to engage with artificial agents effectively. Due to the more significant cognitive load these more profound activities demand from teachers, I propose using an AI-based app to support them. In summary, we need a more holistic understanding of AI integration in education, focusing on social interactions, trust, and creativity alongside technological advancements.

Keywords: AI, Artificial Agents, Creative Thinking, Computational Thinking, Social Learning, AI-based app, Teacher Support

In an era where technological advancements continuously reshape human activities, Artificial Intelligence (AI) emerges as a pivotal force in redefining teaching and learning. This keynote speech delves into three areas to spark further discussion on the transformative use of AI in mathematics education. First, I will highlight the influence of ChatGPT, a state-of-the-art AI chatbot, on student engagement, based on my research findings published in Computers & Education. Its potential applications to support both teachers and students will be explored, alongside recommendations for future research directions. Second, I will share my research on using AI tools to assist in mathematics classroom discourse analysis, a crucial element for enhancing teacher professional development. Analysing classroom interactions is valuable to facilitate teacher reflection, yet the process can be time-consuming. I will propose how AI tools can accelerate the feedback loop, thus enhancing the effectiveness of teacher professional development programmes by providing timely insights. Finally, I will share our preliminary work on the development of an AI platform designed to facilitate the creation of mathematics teaching materials and STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning activities. In conclusion, the use of AI in mathematics education holds immense potential to enhance student engagement, support teacher professional development, and streamline the production of instructional materials. This keynote will explore practical applications and future research directions, inspiring teachers and researchers to harness the power of AI to create a more engaging and effective educational environments.

Keywords: Artificial Intelligence; Mathematics Education; Teaching and Learning