Analysis of digital tools for teaching mathematics a focus on solving exercises of fractions using ict and ai
DOI:
https://doi.org/10.63688/a2qcek56Keywords:
Personalized learning, Artificial intelligence, Mathematics education, Intelligent tutoring systems, Automated assessmentAbstract
The implementation of artificial intelligence (AI) in education is redefining teaching methods, teacher time management, and teacher-student interaction. This article presents an updated analysis of the scientific literature published between 2020 and 2025, focusing on the most effective strategies for incorporating AI in school settings. This review identifies various AI-based tools that have transformed the educational process, such as intelligent virtual assistants, automated conversational systems, educational data analysis platforms, and automated assessment technologies. These innovations promote more personalized teaching, adapting learning to the individual characteristics of each student. Furthermore, AI significantly reduces the operational burden on teachers by taking over repetitive and administrative functions, facilitating a greater focus on meaningful teaching. The reviewed studies also highlight persistent challenges, such as insufficient teacher preparation in the use of AI technologies, resistance to innovation in traditional educational contexts, and the ethical implications related to the processing of student data. Evidence suggests that, to achieve effective integration of AI in education, it is essential to offer specialized technical training to teachers and foster a proactive institutional culture toward digital transformation. Finally, we propose further research into the use of AI in various educational settings, as well as establishing regulatory frameworks to guide its ethical and efficient implementation. This analysis offers a substantial contribution to understanding how AI can strengthen educational quality, optimize teaching time, and enrich pedagogical dynamics through viable strategies that address current challenges.
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Copyright (c) 2025 Víctor Alfonso Chávez Parra, Segundo Alexander Rosado Martínez (Autor/a)
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