ARTIFICIAL INTELLIGENCE IN THE TEACHING AND LEARNING OF MATHEMATICS IN BASIC EDUCATION: AN ANALYSIS OF RECENT RESEARCH

Abstract

Over the past few years, schools have undergone profound transformations in their dynamics, especially regarding the incorporation of technologies into educational processes. In this context of constant innovation, the debate on the presence of Artificial Intelligence stands out. In the field of Mathematics, despite the recent visibility of the topic, national research on this approach is still in the process of consolidation. Given this scenario, this article aims to analyze recent research investigating the use of Artificial Intelligence in mathematics education, identifying potential, limitations, and common points highlighted by the studies. Methodologically, this is a qualitative research, characterized as bibliographic research, based on the analysis of 7 dissertations from the Professional Master's Program in Mathematics in the National Network (PROFMAT) that address the theme of AI applied to Mathematics Education. The results indicate that Artificial Intelligence has been predominantly understood as a resource to support teaching work, contributing to the diversification of pedagogical strategies, the personalization of teaching, and student engagement. However, studies also highlight technical limitations, ethical challenges, and the need for teacher training for the critical use of these technologies. It is concluded that, although the use of Artificial Intelligence in mathematics education is a promising field, its integration into Basic Education still demands theoretical deepening, empirical research, and pedagogical guidelines that guide responsible and well-founded practices.