生成式人工智能作为认知工具的小学低段数学“数感培养”教学策略构建

Research on the Strategies of Generative Artificial Intelligence Empowering Ancient Constructing Teaching Strategies for “Developing Number Sense” in Early Elementary Mathematics Using Generative Artificial Intelligence as a Cognitive Tool

摘要: 数感是小学低段数学核心素养的首要内容，直接影响学生数学学习的起点与后续发展质量。生成式人工智能凭借生成性、交互性、个性化等特征，成为支持小学低段数感培养的新型认知工具。本研究以认知工具理论为分析框架，以广州市天河区X小学10名教师与5名学生家长为研究对象，采用深度访谈的研究方法。研究发现，生成式人工智能在小学低段数学数感培养中的优势包括个性化适配、可视化呈现、互动式体验和教学效率提升四个方面，但存在内容适配性偏差、教师整合能力不足、学生过度依赖风险和安全监管缺失等问题。基于此，本研究提出优化内容生成、强化教师培训、引导合理使用、完善监管机制四项对策，并结合“100以内数的认识”教学活动案例展示其集成应用，以期为小学低段数学数感培养提供实践参考。

Abstract: Numerical sense is the primary component of core mathematical literacy in the lower grades of elementary school, directly influencing students’ starting point and subsequent quality of mathematical learning. Generative artificial intelligence, with its characteristics such as generation capability, interactivity, and personalization, has emerged as a novel cognitive tool to support the development of numerical sense in early elementary education. This study adopts cognitive tool theory as its analytical framework and conducts in-depth interviews with 10 teachers and 5 parents from X Primary School in Tianhe District, Guangzhou. The findings reveal that generative AI offers four key advantages in fostering numerical sense: personalized adaptation, visual representation, interactive experience, and improved teaching efficiency. However, challenges remain, including content misalignment, insufficient teacher integration skills, risks of student over-reliance, and inadequate safety oversight. Based on these insights, this study proposes four strategies—optimizing content generation, strengthening teacher training, guiding appropriate usage, and improving regulatory mechanisms—and illustrates their integrated application through a case study on the teaching activity “Understanding Numbers within 100,” aiming to provide practical guidance for cultivating numerical sense in early elementary mathematics.