The reconfiguration of Mathematics Education in the digital age: a critical analysis of Artificial Intelligence
Daniella Soares Nogueira Ribeiro, Rony Cláudio de Oliveira Freitas
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Source: Crossref
Published: Oct 10, 2026
DOI: 10.46551/emd.v10n21a01
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This article presents a study on the implications of Artificial Intelligence for Mathematics Education, focusing on pedagogical practices, curriculum organization, and assessment processes. The aim is to analyze how Artificial Intelligence-based systems influence the teaching of Mathematics in the contemporary educational context. Methodologically, the study is grounded in a conceptual analysis of the specialized literature, conducted through thematic categorization of national and international academic publications. The analysis was organized into four axes: personalized learning, digital formative assessment, teacher mediation, and educational equity. The results indicate that Artificial Intelligence expands opportunities for pedagogical monitoring and support, while also posing challenges related to algorithmic opacity, inequalities in access, and the need for critical teacher mediation.
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