Pensar con inteligencia artificial: dimensiones de la reflexión de estudiantes de secundaria en la creación colaborativa de problemas matemáticos

Juan Ferrante; Carolina Vivera; Gastón Tissoni; Lucía Palauro; Guillermo Cutrera

doi:10.22481/rbba.v16i1.19955

Authors

Juan Ferrante Universidad Nacional de Mar del Plata https://orcid.org/0009-0005-4743-429X
Carolina Vivera Universidad Nacional de Mar del Plata https://orcid.org/0000-0003-3368-558X
Gastón Tissoni Universidad Nacional de Mar del Plata https://orcid.org/0009-0002-7846-4975
Lucía Palauro Universidad Nacional de Mar del Plata https://orcid.org/0009-0002-3953-9305
Guillermo Cutrera Universidad Nacional de Mar del Plata, Mar del Plata, Buenos Aires, Argentina https://orcid.org/0000-0001-8452-4538

DOI:

https://doi.org/10.22481/rbba.v16i1.19955

Keywords:

reflective writing, generative artificial intelligence, mathematical problem creation, sociopedagogical mediation

Abstract

This study examines secondary school students' written reflections during a collaborative experience of creating mathematical problems mediated by generative artificial intelligence. A qualitative multiple-case study was conducted with 19 students from a secondary school in the Province of Buenos Aires, Argentina, organized into five groups, who kept class journals throughout a teaching sequence focused on exponential and logarithmic functions. The corpus was analyzed using inductive content analysis, identifying three main dimensions: cognitive interaction with generative artificial intelligence, the affective-experiential dimension, and sociopedagogical mediation. The findings reveal a trajectory of technological appropriation, evolving from initial skepticism to strategic use, accompanied by epistemic vigilance toward the responses generated by the tool, including error detection and prompt refinement. In addition, ambivalent emotions emerged, while teacher mediation played a central role in sustaining emotional engagement and fostering reflection. The findings suggest that reflective writing provides a fertile space for the development of metacognition in secondary mathematics education.

Downloads

Download data is not yet available.

Author Biographies

Juan Ferrante, Universidad Nacional de Mar del Plata

Author.

Carolina Vivera, Universidad Nacional de Mar del Plata

Autor

Gastón Tissoni, Universidad Nacional de Mar del Plata

Autor

Lucía Palauro, Universidad Nacional de Mar del Plata

Autor

Guillermo Cutrera, Universidad Nacional de Mar del Plata, Mar del Plata, Buenos Aires, Argentina

Autor

References

AKRAM, A. A.; KIREN, A.; SABIR, S.; ASLAM, S. The effect of AI based scaffolding on problem solving and metacognitive awareness in learners. The Critical Review of Social Sciences Studies, v. 3, n. 3, p. 1074-1089, 2025.

BARDIN, L. Análisis de contenido. Madrid: Akal, 1996.

BARRANCO, V. S. T.; RUÍZ, J. G. S.; DÍAZ-FURLONG, A. Ansiedad matemática y engagement académico en estudiantes de educación media superior en México. Educatio Siglo XXI, v. 42, n. 2, p. 97-120, 2024.

BYWATER, J. P.; CHIU, J. L.; HONG, J.; SANKARANARAYANAN, V. The Teacher Responding Tool: Scaffolding the teacher practice of responding to student ideas in mathematics classrooms. Computers & Education, v. 139, p. 16-30, 2019.

CANONIGO, A. AI in Math Education: Shifting the Balance Toward Student Empowerment. In: LAU, A.; TALLÓN-BALLESTEROS, A. J. (ed.). Digitalization and Management Innovation IV. [S. l.]: IOS Press, 2025. p. 454-462. Disponible en: https://doi.org/10.3233/FAIA250744.

CHARDONNENS, S. The SYNAPSE model: An innovative approach to integrating human learning and artificial intelligence. The Proceedings of the International Academic Conference on Education, v. 2, n. 1, p. 12-34, 2025.

COHN, C.; RAYALA, S.; SRIVASTAVA, N.; FONTELES, J.; JAIN, S.; LUO, X.; MEREDDY, D.; MOHAMMED, N.; BISWAS, G. A theory of adaptive scaffolding for LLM-based pedagogical agentes, 2025. Disponible en https://doi.org/10.48550/arxiv.2508.01503

DAHER, W.; BAYA'A, N.; ANABOUSY, A. Metacognition, mathematics, and technology: An example from pre-service teachers' thinking about functions. Journal of Education and Learning, v. 7, n.5, p. 44-58, 2018.

DASARI, D.; HENDRIYANTO, A.; SAHARA, S.; SURYADI, D.; MUHAIMIN, L. H.; CHAO, T.; FITRIANA, L. AI artifacts in the mathematics didactical tetrahedron: A developed model. Eurasia Journal of Mathematics, Science and Technology Education, v. 21, n. 1, Article em258, 2024.

GARCÍA-LÓPEZ, I. M.; ACOSTA-GONZAGA, E.; RUIZ-LEDESMA, E. F. Investigating the impact of gamification on student motivation, engagement, and performance. Education Sciences, v. 13, n. 8, Article 813, 2023.

GUO, W.; WEI, J. Teacher feedback and students' self-regulated learning in mathematics: A study of Chinese secondary students. The Asia-Pacific Education Researcher, v. 28, n.3, p. 265-275, 2019.

JACINTO, H.; CARREIRA, S. The cognitive potential of digital technologies in fostering mathematical problem solving with 7th graders. Digital Experiences in Mathematics Education, v. 7, n.2, p. 229-260, 2021.

KASNECI, E.; SEßLER, K.; KÜCHEMANN, S.; BANNERT, M.; DEMENTIEVA, D.; FISCHER, F.; GASSER, U.; GROH, G.; GÜNNEMANN, S.; HÜLLERMEIER, E.; KRUSCHE, S.; KUTYNIOK, G.; MICHAELI, T.; NERDEL, C.; PFEFFER, J.; POQUET, O.; SAILER, M.; SCHMIDT, A.; SEIDEL, T.; KASNECI, G. ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, v. 103, Article 102274, 2023.

LINCOLN, Y. S.; GUBA, E. G. Naturalistic Inquiry. Beverly Hills: Sage Publications, 1985.

MERRIAM, S. B.; TISDELL, E. J. Qualitative research: A guide to design and implementation. 4. ed. San Francisco: Jossey-Bass, 2016.

MAMOLO, L. A.; SUGANO, S. G. C. Digital interactive app and students’ mathematics self-efficacy, anxiety, and achievement in the “new normal”. E-Learning and Digital Media, v. 21, n. 5, p. 427-443, 2023.

MARYANA, M.; HALIM, Chandra; RAHMI, Hanifatul. The Impact of Gamification on Student Engagement and Learning Outcomes in Mathematics Education. International Journal of Business, Law, and Education, v. 5, n. 2, p. 1597-1608, 2024.

RAHMAN, M. M.; WATANOBE, Y. ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, [S. l.], v. 13, n. 9, Article 5783, 2023.

SEGARRA, J.; CABRERA MARTÍNEZ, A. ¿El uso de la calculadora disminuye la ansiedad en el estudio de Cálculo Diferencial e Integral?, 2023. Disponible en: https://doi.org/10.13140/RG.2.2.31642.00965.

SUBRAMANIAM, G.; SALEH, Z. Development of GeoExplorer: A Gamification Platform Utilizing Constructivist Approach to Alleviate Mathematical Anxiety. Semarak International Journal of STEM Education, v. 3, n. 1, p. 1-16, 2024.

STAKE, R. E. Multiple case study analysis. New York: Guilford Press, 2006.

WALTER, Y. Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, v. 21, p. 1-29, 2024.

WANG, L.; CHEN, X.; WANG, C.; XU, Lingna; SHADIEV, R.; LI, Y. ChatGPT's capabilities in providing feedback on undergraduate students’ argumentation: A case study. Thinking Skills and Creativity, v. 51, p. 101440, 2024. Disponible en: https://doi.org/10.1016/j.tsc.2023.101440.

WEINHANDL, R.; MAYERHOFER, M.; ANĐIĆ, B.; GROßE, C. An Interplay of Enjoyment, Engagement, and Anxieties: The Characteristics of Upper Secondary School Mathematics Students. Investigations in Mathematics Learning, v. 16, n. 1, p. 36-51, 2024.

WU, Y. Critical thinking pedagogics design in an era of ChatGPT and other AI tools: Shifting from teaching “what” to teaching “why” and “how”. Journal of Education and Development, [S. l.], v. 8, n. 1, p. 1–15, 2024.