Personalización y autonomía en el aprendizaje matemático mediado por inteligencia artificial en grado noveno

Abstract

This research aims to analyze ninth-grade students' perceptions regarding the use of artificial intelligence tools in mathematics learning. It is based on the need to understand how applications such as ChatGPT, Photomath, and GeoGebra contribute to conceptual understanding, the development of critical thinking, and autonomous problem-solving within an educational context that demands innovation and adaptation to emerging technologies. The theoretical framework is grounded in categories such as artificial intelligence, personalized learning, critical thinking, and educational constructivism, which guide data interpretation and the methodological coherence of the study. The methodology is designed using a qualitative approach, supported by semi-structured interviews and analysis of students' experiences. This will allow the identification of usage patterns, benefits, and perceived limitations in the integration of AI in mathematics teaching. The expected results aim to highlight both the potential of these tools to enhance learning and foster autonomy, as well as the risks associated with technological dependence and the lack of critical reflection. Overall, the study seeks to contribute to the pedagogical discussion on the incorporation of artificial intelligence in secondary education, providing insights to strengthen teaching practices and promote more contextualized, reflective, and emancipatory mathematics learning.