<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702024000100357</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.20</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Artificial Intelligence in Mathematics Education: A Systematic Review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inteligência artificial na educação matemática: Uma revisão sistemática]]></article-title>
<article-title xml:lang="es"><![CDATA[Inteligencia Artificial en educación matemática: Una revisión sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Panqueban]]></surname>
<given-names><![CDATA[Darlis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huincahue]]></surname>
<given-names><![CDATA[Jaime]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias Básicas ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule Centro de Investigación de Estudios Avanzados del Maule ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>357</fpage>
<lpage>373</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100357&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This study aims to analyze the current state of research on artificial intelligence (AI) in mathematics education, its applications, and its role in teaching and learning processes.  (Methodology)  A systematic review of the literature was conducted in three stages: identification, selection, and inclusion of articles from three recognized databases, resulting in 29 articles. These articles were thoroughly analyzed to identify participants, instruments used, the country of the authors&#8217; affiliation, year of publication, type of research, methodological approach, and the role of AI in these studies.  (Results)  There is a noticeable increase in research related to AI in mathematics education, with most studies being empirical and quantitative. The most frequently used instruments are questionnaires and interviews, with half of the studies employing at least two data collection instruments. Additionally, most studies focused on intelligent learning systems to enhance learning and support teaching, particularly for online assessment.  (Conclusions)  The reviewed articles show no evidence of research at the early childhood education level and very little related to teacher training. Few studies demonstrate the use of theoretical frameworks or approaches from the Didactics of Mathematics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo deste estudo é analisar o estado atual da pesquisa em inteligência artificial no campo da educação matemática, sua aplicação e seu papel nos processos de ensino e aprendizagem.  (Metodologia)  Realizou-se uma revisão sistemática da literatura nas seguintes etapas: identificação, seleção e inclusão de artigos de três base de dados reconhecidas, resultando em 29 artigos, que foram submetidos a uma análise minuciosa para a detecção de participantes, instrumentos utilizados, país de afiliação dos autores, ano de publicação, tipo de pesquisa, abordagem metodológica e o papel da inteligência artificial nesses estudos.  (Resultados)  Identifica-se um claro aumento de pesquisas relacionadas à inteligência artificial na educação matemática, a maioria delas empírica e quantitativa, os instrumentos mais frequentes são o questionário e a entrevista, sendo que metade dos estudos utiliza pelo menos dois instrumentos para a coleta de dados. Além disso, a maioria dos estudos se concentrou em sistemas inteligentes de aprendizagem para aprimorar a aprendizagem e o suporte ao ensino para avaliação on-line.  (Conclusões)  Nos artigos estudados, não há evidências de pesquisas no âmbito da educação infantil e muito pouco relacionado à formação de professores. Em poucos estudos de pesquisa há evidências do uso de uma estrutura ou abordagem teórica para a Didática da Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo de este estudio es analizar el estado actual de la investigación en inteligencia artificial en el ámbito de la educación matemática, su aplicación y rol en los procesos de enseñanza y aprendizaje.  (Metodología)  Se realizó una revisión sistemática a la literatura que sigue las siguientes etapas: identificación, selección e inclusión de artículos de tres bases de datos reconocidas, resultando 29 artículos, que fueron sometidos a un análisis minucioso para la detección de participantes, instrumentos utilizados, país de la filiación de los autores, año de publicación, tipo de investigación, enfoque metodológico y el rol de la inteligencia artificial en estos estudios.  (Resultados)  Se identifica un claro aumento de la investigación vinculada a la inteligencia artificial en educación matemática, la mayoría de carácter empírico y de tipo cuantitativa, los instrumentos más frecuentes son el cuestionario y la entrevista, la mitad de los estudios utilizan, al menos, dos instrumentos de recolección de los datos. También, la mayoría de los estudios se centró en sistemas de aprendizaje inteligente para mejorar el aprendizaje y apoyo a la enseñanza, para la evaluación en línea.  (Conclusiones)  En los artículos estudiados no se evidencia investigaciones en el nivel de educación infantil y muy poco relacionadas a la formación de profesores. En pocas investigaciones se evidencia la utilización de marco o enfoque teóricos de la Didáctica de la Matemática.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[AI]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[intelligent tutoring systems]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[IA]]></kwd>
<kwd lng="pt"><![CDATA[inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[revisão sistemática]]></kwd>
<kwd lng="pt"><![CDATA[sistemas de tutoria inteligente]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[IA]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[matemática]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="es"><![CDATA[sistemas de tutoría inteligente]]></kwd>
</kwd-group>
</article-meta>
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