v. 14 n. 86 (2025): Edição Contínua (Fevereiro – Dezembro de 2025)
Articles

Exploring university mathematics professors’ perceptions and use of GenAI: a conceptual fields approach

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  • Denilsón Andrés Silgado-Tuñón,
  • Patricia Sureda,
  • José Iván López-Flores,
  • Emmanuel Magallanes
Denilsón Andrés Silgado-Tuñón
Universidad Autónoma de Zacatecas, México.
Biografia do Autor

Maestro-Investigador en Matemática Educativa, Universidad Autónoma de Zacatecas, México.

Patricia Sureda
Universidad Nacional del Centro de la Provincia de Buenos Aires (UNICEN), Argentina.
Biografia do Autor

Doctora-Investigadora del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Núcleo de Investigación en Educación Matemática (NIEM-CIC-UNCPBA), Instituto Superior de Ingeniería del Software (ISISTAN/CONICET-UNCPBA), Facultad de Ciencias Exactas, Universidad Nacional del Centro de la Provincia de Buenos Aires (UNICEN), Argentina.

José Iván López-Flores
Universidad Autónoma de Zacatecas, Zacatecas, México.
Biografia do Autor

Doctor-Investigador de la Unidad Académica de Matemáticas de la Universidad Autónoma de Zacatecas, Zacatecas, México.

Emmanuel Magallanes
Universidad Politécnica de Zacatecas, México.
Biografia do Autor

Doctor-Investigador de la Universidad Politécnica de Zacatecas, Ingeniería Industrial, Plan de Pardillo s/n., Parque Industrial, Fresnillo, México.

DOI: https://doi.org/10.34069/AI/2025.86.02.19

Publicado 2025-10-20

Palavras-chave

  • Artificial intelligence,
  • Educational technology,
  • Teacher education,
  • Higher education,
  • Cognition,
  • Conceptual Fields
    • ...Mais
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Como Citar

Silgado-Tuñón, D. A., Sureda, P., López-Flores, J. I., & Magallanes, E. (2025). Exploring university mathematics professors’ perceptions and use of GenAI: a conceptual fields approach. Amazonia Investiga, 14(86), 250–263. https://doi.org/10.34069/AI/2025.86.02.19

Copyright (c) 2025 Denilsón Andrés Silgado-Tuñón, Patricia Sureda, José Iván López-Flores, Emmanuel Magallanes

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

Resumo

Generative Artificial Intelligence (GenAI) is rapidly transforming higher education, challenging traditional pedagogical norms, and prompting a re-evaluation of teaching and learning practices. This study analyzes the operational invariants guiding university mathematics professors' action schemes when interacting with GenAI, using the Theory of Conceptual Fields (TCF) as a theoretical framework. Semi-structured interviews were conducted with ten active university mathematics professors, focusing on the eight dimensions of Technological Pedagogical Content Knowledge (TPACK). Transcriptions were analyzed to infer enacted theorems (ETs), classified into eight thematic categories: general functionality, prompt construction, knowledge validation, academic applications, ethics and regulation, relationship with teaching and learning, teacher knowledge and use, and limitations and risks. Results revealed a predominantly pragmatic usage scheme, with GenAI perceived as a search engine, process optimizer, and code generator. However, contradictory ETs indicate that the conceptual field is still under construction. Teachers primarily use GenAI for text editing, content generation, and idea organization, but its direct classroom use remains limited. Epistemological ambivalence exists regarding Gen's authority, with concerns about errors. Ethical and regulatory issues are not yet central. Findings highlight the need for critical, reflective, and context-sensitive appropriation of GenAI in university mathematics education, supported by professional development and institutional policy.

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