Integración de la Inteligencia Artificial Generativa en Didáctica de Matemática: Percepción en Educación Básica Media y Superior Integration of Generative Artificial Intelligence into Mathematics Didactics: Perceptions in Middle and Higher Education
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Este estudio explora de cerca cómo están viviendo tanto los estudiantes como los docentes la llegada de la inteligencia artificial generativa a las clases de matemática en educación básica media y superior. Para entender esta realidad desde el terreno, trabajamos con un enfoque cuantitativo, de corte descriptivo y transversal, aplicando un cuestionario validado por expertos (V = 0,89) y con una alta confiabilidad (α = ,88) a 240 alumnos y 10 profesores de colegios urbanos. A través del análisis estadístico, con el coeficiente de correlación de Pearson y la prueba U de Mann-Whitney, descubrimos algo muy interesante: mientras los jóvenes ven en los asistentes virtuales una ayuda increíble para desatar nudos en conceptos complejos y avivar su aprendizaje (respaldando el Modelo de Aceptación Tecnológica con r = 0,742, p < 0,001), los profesores muestran una excelente disposición a capacitarse, pero comparten con sus alumnos una preocupación muy real y sincera sobre el riesgo de caer en la dependencia cognitiva (U = 852,500, p = 0,138). Al final, queda claro que estas herramientas solo aportarán valor real si las acompaña una guía pedagógica cercana y directrices institucionales que cuiden y estimulen el razonamiento propio de los estudiantes
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