Reflections on the Perception of Artificial Intelligence Use by University Students in Mathematics Learning
DOI:
https://doi.org/10.5377/ryr.v1i62.21757Keywords:
artificial intelligence, competencies, critical thinking, adaptive learning, technology dependenceAbstract
This essay addresses the topic of artificial intelligence (AI) in mathematics education, offering various clarifications that range from an assertive and positivist perspective to the point where a significant cognitive decline in students becomes evident. It also presents the definition of what is understood as mathematical competence and analyzes how AI contributes to the development of such competencies—or, conversely, whether intervention is needed in the use of these tools due to the loss of common sense among individuals who tend to seek answers through chatbots instead of reasoning on their own. The discussion is broad and generates a systematic reflection in which various authors, based on their findings, defend or question the ways in which these tools facilitate, hinder, or limit the teaching-learning process. A critical reflection is presented, inviting mediation in the silent situation faced by many higher education institutions. The purpose is not to take a stance for or against the use of AI but rather to promote its mediation to prevent the formation of professionals who, in the future, may be unable to perform the tasks for which they were trained during their university education.
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© Universidad Francisco Gavidia
Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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