View in EDS

El rol de la inteligencia artificial en la educación: el caso de los profesores de matemáticas en formación, expectativas, prácticas y desafíos

Saved in:
Bibliographic Details
Title: El rol de la inteligencia artificial en la educación: el caso de los profesores de matemáticas en formación, expectativas, prácticas y desafíos
Authors: Robinson Junior Conde-Carmona, Iván Andrés Padilla-Escorcia
Source: Voces y Silencios: Revista Latinoamericana de Educación, Vol 16, Iss 2 (2025)
Publisher Information: Universidad de los Andes, 2025.
Publication Year: 2025
Subject Terms: formación docente, inteligencia artificial, percepciones docentes, tecnología educativa, Education (General), L7-991, educación matemática
Description: 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.
Document Type: Article
ISSN: 2215-8421
DOI: 10.18175/vys16.2.2025.1
Access URL: https://doaj.org/article/6a7689854ce141a98eab963a70df0c7f
Accession Number: edsair.doi.dedup.....ca9fa19eaf82d33dbfe84783ce163903
Database: OpenAIRE
Description
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.
ISSN:22158421
DOI:10.18175/vys16.2.2025.1