TRANSFORMATION OF MATHEMATICS EDUCATION WITH SITUATED COGNITION AND ARTIFICIAL INTELLIGENCE. A SCOPING REVIEW

Abstract

Educational institutions play a prominent role in human development and must adapt to the transformative demands of a globalized world. One of the key challenges they face is integrating digital technologies and Artificial Intelligence (AI) tools into the educational process. Specifically, in mathematics education, it is essential to prepare students for this technological reality while maintaining effective teaching and learning strategies. This article presents, a scoping review has been carried out by adapting the PRISMA protocol of studies on situated cognition and the use of AI as a pedagogical tool in relation to the teaching of mathematics, whose activity, in addition to giving a perspective on the research background, offers epistemological foundations, methodological and operational methods to propose a pedagogical innovation strategy that confirms the effectiveness of ICT in mathematics teaching from situated cognition.