Elementary School Students' and Teachers' Perceptions Towards Creative Mathematical Writing with Generative AI
This research addresses the challenge of integrating generative AI into elementary education to enhance creative mathematical learning, though it is incremental in its focus on perceptions rather than new methods.
The study explored how elementary school students and teachers perceive using generative AI to support creative mathematical writing, finding that it can engage students but requires careful design considerations for classroom integration.
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.