La inteligencia artificial en educación matemática: percepciones de futuros docentes sobre expectativas, prácticas y desafíos

Source abstract

This study examines the perceptions of future mathematics teachers regarding the integration of artificial intelligence (AI) in their professional practice. Using a phenomenological-hermeneutic design, expectations, anticipated practices, and perceived challenges were investigated. Thirty pre-service teachers from a public university in Barranquilla, Colombia participated. Data were collected through semi-structured interviews, focus groups, reflective journals, and field observations. Thematic analysis revealed enthusiasm for AI's potential to personalize learning and visualize abstract concepts, alongside concerns about equity, privacy, and technological dependence. Participants envisioned AI as a "copilot" in teaching, emphasizing the need for comprehensive AI training. The results suggest the need for a balanced approach in teacher training that addresses both the opportunities and challenges of AI in mathematics education.