La inteligencia artificial en educación matemática: percepciones de futuros docentes sobre expectativas, prácticas y desafíos
No. 2 (2025-05-31)Autor/a(es/as)
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Robinson Junior Conde-CarmonaUniversidad del AtlánticoIdentificador ORCID: https://orcid.org/0000-0002-7421-1754
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Iván Andrés Padilla-EscorciaUniversidad del AtlánticoIdentificador ORCID: https://orcid.org/0000-0003-1210-3712
Resumen
Este estudio examina las percepciones de futuros docentes de matemáticas sobre la integración de la inteligencia artificial (IA) en su práctica profesional. Utilizando un diseño fenomenológico-hermenéutico, se investigaron las expectativas, prácticas anticipadas y desafíos percibidos. Participaron 30 profesores en formación de una universidad pública en Barranquilla, Colombia. Se recolectaron datos mediante entrevistas semiestructuradas, grupos focales, diarios reflexivos y observaciones de campo. El análisis temático reveló un entusiasmo por el potencial de la IA para personalizar el aprendizaje y visualizar conceptos abstractos, junto con preocupaciones sobre equidad, privacidad y dependencia tecnológica. Los participantes visualizaron la IA como un "copiloto" en la enseñanza, enfatizando la necesidad de una formación integral en IA. Los resultados sugieren la necesidad de un enfoque equilibrado en la formación docente que aborde tanto las oportunidades como los desafíos de la IA en la educación matemática.
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