Design of a guide to prompts in artificial intelligence to personalize mathematics teaching
DOI:
https://doi.org/10.55204/trc.v6i1.e672Keywords:
artificial intelligence, prompts, mathematics teaching, personalized learning, educational innovationAbstract
This article addresses the limitations of traditional methods in responding to the diversity of learning paces and needs, as well as the use of artificial intelligence (AI)-based tools in the educational context. Consequently, the objective of this research was to design a guide to AI prompts for personalizing mathematics instruction, aimed at strengthening adaptive teaching practices among mathematics teachers.
Therefore, the study was conducted using a quantitative approach, with a pre-experimental pre-test and post-test design, applied to mathematics teachers at different educational levels. Data were collected through a structured questionnaire organized into four dimensions: knowledge and perceptions regarding AI and prompts; pedagogical needs in mathematics; the applicability of prompts to personalize learning; and validation of the proposed practical guide. Thus, the study revealed a favorable perception of incorporating AI into mathematics education, as well as increased knowledge and use of prompts, greater openness to adaptive strategies, and recognition of the need for specialized training to integrate generative tools into the classroom.
Consequently, this guide serves as a strategy to strengthen competencies and promote mathematics teaching processes that are contextualized, inclusive, and adaptive, aligned with contemporary educational needs.
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