TRAINING TEACHERS TO ACT WITH ARTIFICIAL INTELLIGENCE IN MATHEMATICS TEACHING

Abstract

This study analyzes the potential and challenges of integrating Artificial Intelligence in Mathematics teaching in Basic Education, linked to the research line of Computational Technologies at Universidade Cruzeiro do Sul. This bibliographic research investigates how generative tools can be articulated with the curriculum to enhance students' cognitive development and autonomy. The results indicate that AI promotes engagement and personalized teaching through data analysis and the creation of interactive prompts. However, structural challenges are evident, such as the need for continuous teacher training, ethical privacy issues, and digital access inequality. It is concluded that overcoming traditional teaching requires a holistic approach, where technology serves as a support for logical reasoning and the teacher acts as a critical and reflective mediator.