El uso de herramientas de inteligencia artificial en la enseñanza - aprendizaje de matemática

Source abstract

The introduction of artificial intelligence (AI) in mathematics education allows for alternative approaches to explaining content, reviewing errors, and providing clues to problems; however, its use depends on the established regulatory framework, access to technology, and teacher guidance. The objective was to analyze the artificial intelligence tools used for teaching and learning mathematics in the Career in Pedagogy of Experimental Sciences: Mathematics and Physics. A mixed-methods, descriptive, non-experimental, and cross-sectional study approach was conducted. The sample consisted of 141 students and 2 teachers. A 25-item questionnaire and a 10-question interview were administered. A pilot test was conducted with 10 participants, yielding a Cronbach's alpha of 0.839. Regarding the results, 58% of participants demonstrated a medium-high level of AI tool use in mathematics teaching and learning, while 22% demonstrated a high level. The interviews associated artificial intelligence with resources, feedback, step-by-step guidance, and learning; they also mentioned the need for connectivity, training, regulation, and verification. In conclusion, the positive assessment of its educational functions was intertwined with less consistent institutional and teacher support, as integration depended on pedagogical guidance, access, and responsible use.