用生成式AI辅助小学生写数学创意故事，探索师生真实体验与设计建议。
Elementary School Students' and Teachers' Perceptions Towards Creative Mathematical Writing with Generative AI
- 通过访谈、问卷与课堂观察，分析79名学生和教师对AI助写数学故事的反馈。
- 发现学生在数学创造力、理解力和情感态度上有所提升，但存在依赖与表达偏差问题。
- 适合教育科技设计者、一线教师及关注AI赋能教学的研究者参考。
虽然数学创意写作可能以富有想象力的方式激发学生表达数学思想，但部分小学生在此过程中仍存在困难。生成式人工智能（GenAI）为支持创意写作活动提供了可能，例如自动生成故事。然而，开发基于GenAI的学习技术需充分考虑其在真实课堂中的接受度。本研究探讨了学生与教师对所开发的GenAI支持型数学创意写作技术的感知。研究采用定性主题分析法，结合开放式问卷回应与对79名小学生的课堂观察，提炼出6个主题与19个子主题。研究贡献在于揭示了GenAI支持学习的真实体验，并提出相关技术与教学设计的考量因素。
原文摘要 · Abstract (English)
While mathematical creative writing can potentially engage students in expressing mathematical ideas in an imaginative way, some elementary school-age students struggle in this process. Generative AI (GenAI) offers possibilities for supporting creative writing activities, such as providing story generation. However, the design of GenAI-powered learning technologies requires careful consideration of the technology reception in the actual classrooms. This study explores students' and teachers' perceptions of creative mathematical writing with the developed GenAI-powered technology. The study adopted a qualitative thematic analysis of the interviews, triangulated with open-ended survey responses and classroom observation of 79 elementary school students, resulting in six themes and 19 subthemes. This study contributes by investigating the lived experience of GenAI-supported learning and the design considerations for GenAI-powered learning technologies and instructions.
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