Uso de inteligencia artificial generativa en el diseño de problemas geométricos por estudiantes de pedagogía básica

One of the main challenges of Generative Artificial Intelligence (GenAI) in initial teacher education relates to its incorporation as a tool to support problem-solving and the design of learning experiences without neglecting critical reflection or the ethical responsibility of future teachers. The proposed study analyzed the perceptions of elementary education students regarding the use of GenAI in a problem-based learning experience conducted in a Geometry and Measurement course. The results showed significant differences between the pretest and posttest scores across all dimensions of the EPIAG-FID and in the total score, indicating progress not only in knowledge and use of the tool but also in perceived competence, ethical stance, and critical reflection. Furthermore, GenAI was valued as a support for generating ideas, structuring mathematical problems, and guiding instructional design; however, it was also viewed as a tool that requires review, precision in the prompts, and critical evaluation of its responses. In conclusion, it is emphasized that this experience supports the view that GenAI can serve as a valuable resource for pre-service teachers when integrated into pedagogically intentional tasks, aligned with disciplinary content, and guided by specific instructional decisions.