Inteligência artificial na educação matemática: percepções de futuros professores sobre expectativas, práticas e desafios

Baker, T., Smith, L. y Anissa, N. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta. https://media.nesta.org.uk/documents/Future_of_AI_and_education_v5_WEB.pdf

Braun, V. y Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806

Bush, J. B. (2021). Software-based intervention with digital manipulatives to support student conceptual understandings of fractions. British Journal of Educational Technology, 52(6), 2299-2318. https://doi.org/10.1111/bjet.13139

Charmaz, K. C. (2014). Constructing grounded theory (2.a ed.). Sage Publications.

Chen, L., Chen, P. y Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510

Chen, X., Xie, H., Zou, D. y Hwang, G.-J. (2020). Application and theory gaps during the rise of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100002. https://doi.org/10.1016/j.caeai.2020.100002

Chu, H.-C., Chen, J.-M., Kuo, F.-R. y Yang, S.-M. (2021). Development of an adaptive game-based diagnostic and remedial learning system based on the concept-effect model for improving learning achievements in mathematics. Educational Technology & Society, 24(4), 36-53. https://www.jstor.org/stable/48629243

Cope, B., Kalantzis, M. y Searsmith, D. (2020). Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Educational Philosophy and Theory, 53(12), 1229-1245. https://doi.org/10.1080/00131857.2020.1728732

Creswell, J. W. y Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4.a ed.). Sage Publications.

Denzin, N. K. (2017). The research act: A theoretical introduction to sociological methods. Routledge. https://doi.org/10.4324/9781315134543

Duzhin, F. y Gustafsson, A. (2018). Machine learning-based app for self-evaluation of teacher-specific instructional style and tools. Education Sciences, 8(1), 7-21. https://doi.org/10.3390/educsci8010007

Fanchamps, N. L. J. A., Slangen, L., Hennissen, P. y Specht, M. (2021). The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction. International Journal of Technology and Design Education, 31, 203-222. https://doi.org/10.1007/s10798-019-09559-9

Fang, Y., Ren, Z., Hu, X. y Graesser, A. C. (2019). A meta-analysis of the effectiveness of ALEKS on learning. Educational Psychology, 39(10), 1278-1292. https://doi.org/10.1080/01443410.2018.1495829

Guan, C., Mou, J. y Jiang, Z. (2020). Artificial intelligence innovation in education: A twenty-year data-driven historical analysis. International Journal of Innovation Studies, 4(4), 134-147. https://doi.org/10.1016/j.ijis.2020.09.001

Gulz, A., Londos, L. y Haake, M. (2020). Preschoolers’ understanding of a teachable agent-based game

in early mathematics as reflected in their gaze behaviors–An experimental study. International

Journal of Artificial Intelligence in Education, 30(7), 38-73. https://doi.org/10.1007/s40593-020-00193-4

Harper, F., Stumbo, Z. y Kim, N. (2021). When robots invade the neighborhood: Learning to teach preK-5 mathematics leveraging both technology and community knowledge. Contemporary Issues in Technology and Teacher Education, 21(1), 19-52. https://citejournal.org/volume-21/issue-1-21/mathematics/when-robots-invade-the-neighborhoodlearning-to-teach-prek-5-mathematics-leveraging-both-technology-and-community-knowledge

Hasanein, H. A. A. y Abu-Naser, S. S. (2018). Developing education in Israa University using intelligent tutoring system. International Journal of Academic Pedagogical Research, 2(5), 1-16.

Hwang, G.-J., Xie, H., Wah, B.-W. y Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100001. https://doi.org/10.1016/j.caeai.2020.100001

Hwang, S. (2022). Examining the effects of artificial intelligence on elementary students’ mathematics achievement: A meta-analysis. Sustainability, 14(20), 13185. https://doi.org/10.3390/su142013185

Jang, Y., Choi, S. y Kim, H. (2022). Development and validation of an instrument to measure undergraduate students’ attitudes toward the ethics of artificial intelligence (AT-EAI) and analysis of its difference by gender and experience of AI education. Education and Information Technologies, 27(8), 11635-11667. https://doi.org/10.1007/s10639-022-11086-5

Kiili, K. y Tuomi, P. (2019). Teaching educational game design: Expanding the game design mindset with instructional aspects. En A. Liapis, G. N. Yannakakis, M. Gentile, M. Ninaus (eds.), Games and learning alliance: 8th International Conference, GALA 2019, Athens, Greece, November 27-29, 2019, proceedings (pp. 103-113). Springer International Publishing.

Kim, D. H. (2023). AI curriculum design for Korea K-12 AI education through analyzing AI education curriculum. International Journal of Recent Technology and Engineering, 12(3), 72-81. https://doi.org/10.35940/ijrte.C7173.0312323

Mahmoud, A. M. (2020). Artificial intelligence applications: An introduction to the development of education in light of the challenges of the corona virus (COVID-19) pandemic. International Journal of Research in Educational Sciences, 3(4), 171-224. https://www.iafh.net/index.php/IJRES/article/view/240

Méndez-Parra, C. y Conde-Carmona, R. J. (2025). Integración del enfoque STEAM y la realidad aumentada en la enseñanza de la traslación de figuras geométricas. Revista Virtual Universidad Católica del Norte, (74), 69-92. https://doi.org/10.35575/rvucn.n74a4

Mousavinasab, E., Zarifsanaiey, N., R. Niakan Kalhori, S., Rakhshan, M., Keikha, L. y Ghazi Saeedi, M. (2021). Intelligent tutoring systems: A systematic review of characteristics, applications, and evaluation methods. Interactive Learning Environments, 29(1), 142-163.

Nguyen, N. D. (2023). Exploring the role of AI in education. London Journal of Social Sciences, (6), 84-95. https://doi.org/10.31039/ljss.2023.6.108

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco). (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000366994.locale=es

Padilla Escorcia, I. A. y Conde-Carmona, R. J. (2020). Uso y formación en TIC en profesores de matemáticas: un análisis cualitativo. Revista Virtual Universidad Católica del Norte, (60), 116-136. https://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/1166

Panqueban, D. y Huincahue, J. (2024). Inteligencia artificial en educación matemática: una revisión sistemática. Uniciencia, 38(1), 1-17. http://dx.doi.org/10.15359/ru.38-1.20

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4.a ed.). Sage Publications.

Rasheed, N. M. y Tashtoush, M. A. (2023). The impact of Cognitive Training Program for Children (CTPC) to development the mathematical conceptual and achievement. Journal of Higher Education Theory and Practice, 23(10), 218-234. https://doi.org/10.33423/jhetp.v23i10.6196

Shin, W.-S. y Shin, D.-H. (2020). A study on the application of artificial intelligence in elementary science education. Journal of Korean Elementary Science Education, 39(1), 117-132. https://doi.org/10.15267/keses.2020.39.1.117

Shirawia, N., AlAli, R., Wardat, Y., Tashtoush, M. A., Saleh, S. y Helali, M. (2023). Logical mathematical intelligence and its impact on the academic achievement for pre-service math teachers. Journal of Educational and Social Research, 13(6), 242-257. https://doi.org/10.36941/jesr-2023-0161

Tashtoush, M. (2019). Weakly c–normal and cs–normal subgroups of finite groups. Jordan Journal of Mathematics and Statistics, 1(2), 123-132.

Van Manen, M. (2016). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Routledge. https://doi.org/10.4324/9781315422657

Wang, S., Yu, H., Hu, X. y Li, J. (2020). Participant or spector? Comprehending the willingness of faculty to use intelligent tutoring systems in the artificial intelligence era. British Journal of Educational Technology, 51(5), 1657-1673. https://doi.org/10.1111/bjet.12998