人工智能在教育技术融入数学教学中的运用：数学教师的态度

摘要

本文分析了数学教师对在数学教育中使用人工智能工具（AI 工具）的态度。研究对象为塞尔维亚与土耳其任教于 11—14 岁学生的数学教师，共 68 位教师完成问卷，其中塞尔维亚 30 位、土耳其 38 位。结果显示，土耳其教师使用 AI 工具的频率高于塞尔维亚教师；两国教师对于在数学教与学中使用这类工具的收益与挑战也表达了不同看法。不过，他们大体一致地认为，AI 工具能够加快教学进程、通过可视化促进学习，并在提升学生学习动机、提供个性化学习方面产生积极作用。两国的多数教师均表示有意在 AI 工具应用领域接受专业发展培训，并强调了学校技术装备的重要性。

Abstract

In this paper, the attitudes of mathematics teachers about the use of tools based on artificial intelligence (AI-based tools) in mathematics education are analyzed. The research covered the teachers who work with 11-14 years old students in Serbia and Turkey. In total, 68 teachers completed the survey - 30 teachers in Serbia and 38 teachers in Turkey. The results have shown that the teachers in Turkey used AI-based tools more often than the teachers in Serbia. Also, they expressed different opinions about the benefits and challenges in using these tools in teaching and learning mathematics. However, they mostly agree that they generally consider that AI-based tools can accelerate teaching processes and facilitate learning through visualization but also make positive contributions in increasing student motivation and providing individualized learning. Most of the teachers, in both the countries, declared to be interested in professional development in the field of AI-based tools application and expressed the importance of the technical equipment in schools.