The study investigates the use of artificial intelligence (AI) applications by in-service and pre-service teachers in crafting mathematical poetry and songs as a way of engaging in aesthetic mathematical experiences (AME). Conducted within a Brazilian teacher education program, the study engaged seven participants (five pre-service teachers and two teachers) in a 40-hour online course. The course was offered through synchronous sessions via Google Meet and asynchronous engagements in Google Classroom, and yielded a collective output of mathematical poems and songs. The analysis of activities developed by two groups, based on the theoretical framework of humans-with-media, revealed how AI, particularly ChatGPT, played a role as a catalyst in the creative process, with teachers playing a pivotal role in refining the mathematical/educational content. As pre-service teachers engaged in interactions with ChatGPT, their expertise was key to transforming AI-generated ideas into pedagogically valuable materials.
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Silva et al. (2024) studied this question.
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