AI 기반 학습 설계와 학습자의 사고 틀짓기 현상에 대한 하이데거의 기술 존재론적 분석 = An Ontological Analysis of AI-Based Learning Design and the Framing of Learners’ Thinking through Heidegger’s Philosophy of Technology

다국어 초록 (Multilingual Abstract)

This study examines the philosophical implications of AI-based mathematics education design on learners’ cognition and modes of being through Heidegger’s concept of Gestell (enframing). Analysis of academic literature, policy documents, and AI learning platforms shows that AI-based design operates through datafication, algorithmization, and automation, justified by discourses of personalization, efficiency, and objectivity. However, such personalization is limited to algorithmically predefined options, while efficiency-oriented design marginalizes nonlinear and emergent learning processes. Immediate feedback and path optimization constrain opportunities for conceptual reconstruction through cognitive disequilibrium, and individualized environments weaken sociocultural learning and self-regulated learning development. Ontologically, learners are positioned as data sources and optimization targets, exemplifying Heidegger’s notion of Bestand (standing reserve). In response, the study proposes educational-philosophical design principles, reinforcement of teachers’ roles as critical mediators, long-term qualitative evaluation systems, and a mutually critical relationship between education and technology. The significance of AI-based mathematics education lies not in technical performance but in expanding learners’ existential possibilities and realizing the essence of mathematical thinking.