Exploring Elementary School Students' and Teachers' Perceptions of Creative Mathematical Writing with Generative AI

核心概念

Creative mathematical writing with generative AI can foster students' creativity, mathematical understanding, AI literacy, and affective learning, but also faces challenges related to students' critical evaluation skills and the limitations of current AI technologies.

摘要

This study explores the perceptions of elementary school students and teachers towards creative mathematical writing supported by generative AI (GenAI) technology. The researchers conducted a qualitative thematic analysis of interviews with 10 students and 6 teachers, triangulated with survey responses and classroom observations.

The study found several benefits of using GenAI for creative mathematical writing:

1. Fostering creativity in math: GenAI supported students' divergent, convergent, original, and flexible thinking in creating mathematical stories.

2. Fostering mathematical understanding: GenAI helped students better understand math problems, represent mathematical knowledge, and uncover their misconceptions.

3. Promoting AI literacy: Students learned prompt engineering strategies and evaluated the strengths and weaknesses of the AI system.

4. Improving affective learning domain: GenAI increased students' interest, curiosity, and sense of ownership in learning mathematics.

However, the study also identified several challenges:

1. Students' lack of critical evaluation of AI-generated content and difficulty in formulating coherent math stories.

2. AI-related limitations, such as providing "too perfect" stories, lacking pedagogical skills, depriving autonomous learning opportunities, lacking social connections, and not offering multiple means of communication.

The findings suggest the need to carefully design GenAI-powered learning technologies that complement students' competencies, provide adaptive pedagogical support, and balance AI's performance to best serve educational purposes.

统计

"I didn't have to worry about messing it up or taking a long time to create different stories because AI has unlimited chances for me to create stories quickly."
"I liked how AI gave a story and corrected my mistakes. When I write it, I just write whatever I wanted to add and the AI corrects me, added more detail, and made it into one single story."
"The canvas and the tools helped me figure out the numbers, lines, and shapes to make the word problems simpler and easier to understand."
"Students often solve numerical problems without completely understanding the underlying mathematical concept. But this AI-supported practice offers students the story or scenario of their interest and allows them to verbalize the misconceptions explicitly as they write the story and communicate with the system."

引用

"I kept trying to make the story better. My first story had many problems. I went back to my direction and changed my requests. I realized AI needs very specific requests to make a good story."
"It helped me understand that AI is not going to be perfect. You can always change your story, and it's not supposed to be perfect. It can be any way you want it to be."
"I always thought math was the most boring subject, but it was so much fun this time so I wanted to do it after school. Working with AI was so much fun."

从中提取的关键见解

Elementary School Students' and Teachers' Perceptions Towards Creative Mathematical Writing with Generative AI

by Yukyeong Son... 在 arxiv.org 09-12-2024

https://arxiv.org/pdf/2409.06723.pdf

更深入的查询

How can we design GenAI-powered learning technologies that effectively balance AI's performance to promote students' critical thinking and autonomous learning?

To design GenAI-powered learning technologies that effectively balance AI's performance while promoting students' critical thinking and autonomous learning, several key strategies can be implemented:

Adaptive Feedback Mechanisms: Incorporating adaptive feedback systems that provide personalized responses based on students' inputs can enhance critical thinking. Instead of offering perfect solutions, the AI should present partially completed tasks or intentionally introduce minor errors. This approach encourages students to engage in critical evaluation and problem-solving, fostering a deeper understanding of the material.

Prompt Engineering Training: Educators should integrate training on prompt engineering into the curriculum. By teaching students how to formulate effective prompts, they can better leverage AI capabilities while developing their critical thinking skills. This training can include exercises that require students to refine their prompts based on the AI's responses, promoting iterative thinking and self-assessment.

Scaffolded Learning Experiences: The design of learning activities should include scaffolding that gradually increases in complexity. Initially, students can work with AI-generated content that requires minimal input, but as they gain confidence, they should be encouraged to create their own stories or mathematical problems from scratch. This gradual release of responsibility supports autonomous learning and critical engagement with the content.

Collaborative Features: Incorporating collaborative features that allow students to work together on AI-assisted projects can enhance their learning experience. For instance, enabling peer review systems where students can critique each other's AI-generated stories fosters a sense of community and encourages critical discussions about content quality and creativity.

Reflection and Self-Assessment Tools: Integrating tools that prompt students to reflect on their learning process and the role of AI in their work can enhance their metacognitive skills. Questions such as "What did I learn from the AI's suggestions?" or "How did I modify the AI's output to better fit my ideas?" can guide students in evaluating their learning journey and the effectiveness of AI support.

By implementing these strategies, GenAI-powered learning technologies can effectively balance AI's performance, promoting critical thinking and fostering autonomous learning among students.

What are the potential risks of overreliance on AI-generated content in creative writing, and how can we mitigate these risks while maintaining the benefits of GenAI support?

The potential risks of overreliance on AI-generated content in creative writing include:

Diminished Creativity: Students may become dependent on AI for generating ideas, leading to a decline in their original creative thinking. This reliance can stifle their ability to brainstorm and develop unique narratives independently.

Lack of Critical Evaluation: When students accept AI-generated content without critical examination, they may fail to recognize inaccuracies or biases in the material. This lack of scrutiny can result in the perpetuation of flawed ideas and hinder the development of analytical skills.

Reduced Engagement: If students perceive AI as a crutch rather than a collaborative tool, their engagement with the writing process may diminish. This disengagement can lead to a lack of ownership over their work and a decrease in motivation to improve their writing skills.

To mitigate these risks while maintaining the benefits of GenAI support, the following strategies can be employed:

Encourage Iterative Writing Processes: Educators should promote an iterative writing process where students use AI-generated content as a starting point rather than a final product. By encouraging students to revise and enhance AI outputs, they can maintain their creative agency and develop their writing skills.

Implement Critical Reflection Activities: Incorporating activities that require students to critically reflect on AI-generated content can foster analytical skills. For example, students can be tasked with identifying strengths and weaknesses in AI-generated stories, discussing how they would improve them, or comparing AI outputs with their own ideas.

Set Clear Guidelines for AI Use: Establishing guidelines for how and when to use AI in the writing process can help students understand the tool's role as a support mechanism rather than a replacement for their creativity. Educators can emphasize the importance of personal input and originality in their work.

Integrate Peer Review and Collaboration: Encouraging peer review and collaborative writing projects can help students engage with each other's ideas and reduce reliance on AI. By sharing their work and providing feedback, students can learn from one another and enhance their creative processes.

Provide Training on AI Limitations: Educators should inform students about the limitations of AI, including potential biases and inaccuracies. Understanding these limitations can empower students to approach AI-generated content with a critical mindset and encourage them to seek diverse perspectives in their writing.

By implementing these strategies, educators can mitigate the risks associated with overreliance on AI-generated content while still harnessing the benefits of GenAI support in creative writing.

How can we leverage GenAI to foster students' social connections and collaborative learning in the context of creative mathematical writing?

Leveraging GenAI to foster students' social connections and collaborative learning in the context of creative mathematical writing can be achieved through several innovative approaches:

Collaborative Story Creation Platforms: Developing platforms where students can collaboratively create stories with GenAI can enhance social interaction. Features such as shared workspaces allow multiple students to contribute ideas, edit content, and provide feedback in real-time, fostering a sense of community and teamwork.

Peer Review Systems: Implementing peer review mechanisms within the GenAI platform can encourage students to engage with each other's work. By providing structured feedback on their classmates' AI-generated stories, students can develop critical evaluation skills while building social connections through constructive dialogue.

Group Challenges and Competitions: Organizing group challenges or competitions that require students to work together to create the most engaging or mathematically sound story can promote collaboration. These activities can encourage students to share their strengths, brainstorm ideas collectively, and celebrate each other's successes.

Showcase and Sharing Features: Incorporating features that allow students to showcase their work to peers can enhance social connections. For instance, a gallery where students can display their AI-assisted stories and receive comments or "likes" from classmates can create a sense of pride and community.

Facilitated Discussions and Workshops: Educators can facilitate discussions and workshops that focus on collaborative writing techniques using GenAI. These sessions can provide students with strategies for effective teamwork, communication, and conflict resolution, enhancing their collaborative skills.

Integration of Social Media Elements: Incorporating social media-like features within the GenAI platform, such as commenting, liking, or sharing stories, can create a more engaging and interactive environment. This approach can motivate students to connect with their peers and participate actively in the writing process.

By implementing these strategies, educators can effectively leverage GenAI to foster social connections and collaborative learning among students in the context of creative mathematical writing, ultimately enhancing their educational experience and engagement.