The Transformation of Mathematics Education in the Age of AI is a systematic rethinking of what mathematics education must become in an era shaped by artificial intelligence. As large language models and intelligent systems outperform humans in calculation, symbolic manipulation, pattern recognition, and standard problem-solving, the traditional foundations of mathematics education-procedural mastery, speed, and correctness-are rapidly losing their educational legitimacy. This book argues that mathematics education has reached a point of structural collapse, and that only a deep paradigm shift can restore its meaning and future relevance. Rather than framing AI as a threat or a supplementary teaching tool, this book treats AI as a civilizational turning point that forces education to evolve. Its central claim is clear: the mission of mathematics education is no longer the training of execution, but the cultivation of structure creation, path governance, and meaning generation. When machines dominate routine reasoning, what remains uniquely human is the ability to define problems, construct conceptual frameworks, navigate uncertainty, and transform knowledge into lived meaning. Grounded in philosophy, complexity science, and the author's original SDE framework (Structure-Difference-Entanglement), the book reconstructs mathematics education across five core dimensions: educational goals, learning pathways, motivational systems, evaluation models, and institutional design. It proposes a decisive shift from score-centered assessment to meaning-centered evaluation, replacing narrow notions of correctness with three higher criteria: creation, freedom, and happiness.

Mathematical learning is redefined as a generative process in which learners actively build conceptual fields, explore difference-driven learning trajectories, and develop intrinsic motivation through sustained intellectual engagement. The book introduces concrete yet philosophically rigorous innovations, including structure-oriented classrooms, human-AI co-creation learning models, evidence-chain assessment, and portfolio-based evaluation systems. Teachers are reimagined not as transmitters of solutions, but as designers of cognitive environments and directors of learning emergence. Students are no longer passive recipients of established knowledge, but active creators of mathematical worlds. This is not a manual for incremental reform. It is a manifesto for educational rebirth-positioning mathematics as the primary training ground for future human intelligence in collaboration with AI, and offering a coherent blueprint for cultivating creativity, autonomy, and meaning.