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

arXiv: https://arxiv.org/abs/2409.06723 · HTML: https://mlsanity.com/paper/2409.06723/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 4 of its 61 references that are in the map.
- First posted on arXiv 26 Aug 2024.

## Builds on (most cited first, 4 of 4)

- [Active Prompting with Chain-of-Thought for Large Language Models](https://mlsanity.com/paper/2302.12246/) (2023)
- [Students' Voices on Generative AI: Perceptions, Benefits, and Challenges in Higher Education](https://mlsanity.com/paper/2305.00290/) (2023)
- [Generative AI for Visualization: State of the Art and Future Directions](https://mlsanity.com/paper/2404.18144/) (2024)
- [Mathemyths: Leveraging Large Language Models to Teach Mathematical Language through Child-AI Co-Creative Storytelling](https://mlsanity.com/paper/2402.01927/) (2024)

## Abstract (arXiv)

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.