Mathematics teachers' perspectives on the use of Artificial Intelligence in lesson planning
an analysis in light of TPACK
DOI:
https://doi.org/10.15536/reducarmais.10.2026.4329Keywords:
Mathematics Education, Artificial Intelligence, Digital Technologies, TPACKAbstract
This work is an excerpt from a Master's dissertation in Mathematics Education. The objective of this article is to present one of the stages of the research, in which interviews were conducted with three mathematics teachers from Basic Education, with the aim of investigating their perspectives and practices related to the use of digital technologies and Artificial Intelligence (AI) in teaching. The interviews sought to understand how teachers articulate pedagogical, technological, and content knowledge in their lesson planning. The research used as its theoretical framework the TPACK (Technological Pedagogical Content Knowledge) model, proposed by Mishra and Koehler (2006), which encompasses the integration of content, pedagogical, and technological knowledge. The analysis showed that teachers recognize the potential of digital technologies, including AI-based resources, to support the understanding of mathematical concepts and diversify teaching strategies. It was observed that much of the technological knowledge expressed by the participants was built both in initial training and in continuing education experiences, especially those focused on the use of educational technologies. However, challenges also emerged related to the pedagogical intent in the use of technologies, the balanced articulation between technology, pedagogy and content, and the structural conditions of schools, such as internet access and the availability of resources.
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Copyright (c) 2026 Rodrigo Sychocki da Silva, Yasmin Martins Gonçalves
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