The knowledge of the mathematics teacher in the age of artificial intelligence: a systematic review

Authors

DOI:

https://doi.org/10.5007/1982-5153.2026.e109836

Keywords:

Mathematics Education, Teacher Education, Artificial Intelligence, AI-TPACK, Methodi Ordinatio

Abstract

This article analyzes the relationship between mathematics teachers' knowledge and the integration of Artificial Intelligence (AI) into education. To this end, a systematic literature review was conducted using the Methodi Ordinatio methodology, focusing on studies published between 2018 and 2025 in high-impact journals. The qualitative analysis focused on the top ten articles, out of a total of thirty selected, which discuss topics such as the role of teachers and their professional knowledge; transformations in teaching practice mediated by AI; connections between pedagogical, mathematical, and technological knowledge; the impacts of AI in the classroom; competencies required for the pedagogical use of AI; and gaps in teacher training. The results indicate that Artificial Intelligence is redefining the role of teachers, requiring the integration of traditional and technological knowledge. Despite the benefits, such as personalized teaching, challenges related to algorithmic aspects and privacy risks are also evident, highlighting the need for teacher training that prepares teachers for ethical, critical, and mediating practices.

Author Biographies

Loryane Santos de Oliveira, Universidade Tecnológica Federal do Paraná

Loryane Santos de Oliveira is a doctoral candidate in Science and Technology Education at the Federal University of Technology – Paraná (UTFPR), Ponta Grossa campus, affiliated with the Graduate Program in Science and Technology Education (PPGECT). She holds a Bachelor’s degree in Mathematics from UTFPR – Cornélio Procópio campus (2021) and a Professional Master’s degree in Mathematics Education from UTFPR – Cornélio Procópio and Londrina campuses (2024). Her research focuses on the teaching and learning of Mathematics, with emphasis on mathematical reasoning, exploratory tasks, and teacher education. Her academic trajectory is marked by the investigation of processes that foster the development of mathematical reasoning through formative and reflective practices, contributing to teacher professional growth and the improvement of Mathematics education.

André Luis Trevisan , Federal University of Technology Paraná

André Luis Trevisan is a full professor in the Department of Mathematics at the Federal University of Technology – Paraná (UTFPR) and a permanent faculty member of the Graduate Program in Science and Technology Education (PPGECT), Ponta Grossa campus. He holds a PhD in Science and Mathematics Education from the State University of Londrina (2013), a Master’s degree in Applied Mathematics (Unicamp, 2008), a Bachelor’s and Licentiate degree in Applied and Computational Mathematics (Unicamp, 2005), and a Licentiate degree in Pedagogy (Unifatecie, 2021). He completed a postdoctoral fellowship at the Federal University of ABC (2018–2019). Since 2019, he has been the leader of the research group “Mathematical Reasoning and Teacher Education” and has experience in Mathematics and Mathematics Education, with emphasis on the teaching of Calculus and on the development of mathematical reasoning in teacher education. He participates in continuing education programs in collaboration with school networks and serves as deputy coordinator of SBEM’s Working Group 4 – Mathematics Education in Higher Education. He coordinated the Professional Master’s Program in Mathematics Education (PPGMAT – UTFPR/CP-LD) from 2015 to 2016 and is a productivity fellow of Fundação Araucária (2019–2021; 2024–present).

Eliane Maria de Oliveira Araman , Universidade tecnológica Federal do Paraná

Eliane Maria de Oliveira Araman is a faculty member in the Department of Mathematics at the Federal University of Technology – Paraná (UTFPR), Cornélio Procópio campus. She holds a Bachelor’s degree in Science Teaching with a concentration in Mathematics from the Center for Higher Studies of Londrina (1994), as well as a Master’s degree (2006) and a PhD (2011) in Science and Mathematics Education from the State University of Londrina (UEL). She is a permanent professor in the Graduate Programs in Mathematics Education (PPGMAT) and in Science and Technology Education (PPGECT) at UTFPR. In 2019, she completed a postdoctoral fellowship at the Institute of Education of the University of Lisbon. She leads the research groups “Perspectives on Teaching and Learning in Mathematics” and “Mathematical Reasoning and Teacher Education.” Her research focuses on the History of Mathematics in Mathematics Education, Mathematical Reasoning, and Teacher Education.

S, Universidade tecnológica Federal do Paraná

Sani de Carvalho Rutz da Silva é professora titular da Universidade Tecnológica Federal do Paraná
(UTFPR). Licenciada em Matemática pela UEPG, possui mestrado em Matemática Aplicada e doutorado em
Ciência dos Materiais pela Universidade Federal do Rio Grande do Sul (UFRGS). Atua nas áreas de Ensino
de Matemática, Educação Matemática Inclusiva e uso de Tecnologias no ensino. Participou do programa
internacional PREFALC (França-Colômbia-Brasil) e é professor responsável externo do Mestrado
Interdisciplinar Multicultural em Inovação Educativa, Tecnológica e Gestão do Conhecimento (México
BUAP/INSA de Lyon). Foi orientadora do trabalho vencedor do Prêmio CAPES de Tese (2018) na área de
Ensino e é membro do Comitê de Assessores de Ciências Humanas da Fundação Araucária (2020–2024).
Coordenou o projeto internacional Rethinking Teacher Education, financiado pela Teachers College e
Fundação Lemann. Na UTFPR, integrou o Conselho de Pesquisa e Pós-Graduação (2015–2023) e atua
como professora permanente do PPGECT (mestrado e doutorado). É líder do grupo “O Ensino e a Inclusão
de Pessoas com Deficiência”, editora-chefe da RBECT e membro da ANPEd, SBEM e RedDOLAC.

Alessandra Dutra , Universidade tecnológica Federal do Paraná

Alessandra Dutra é professora titular da Universidade Tecnológica Federal do Paraná (UTFPR). Possui
graduação em Letras – Anglo e Literaturas (1997), mestrado em Estudos da Linguagem (2003) pela
Universidade Estadual de Londrina (UEL), além de doutorado em Linguística e Língua Portuguesa pela
Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP, 2008). Atuou como coordenadora do
Programa de Pós-Graduação em Ensino de Ciências Humanas, Sociais e da Natureza (PPGEN) da UTFPR
entre 2013 e 2017, e como coordenadora adjunta de 2017 a 2019. Atualmente, é professora permanente do
Programa de Pós-Graduação em Ensino de Ciência e Tecnologia (PPGECT), em Ponta Grossa (PR). Sua
pesquisa concentra-se nas áreas de Multiletramentos e Letramentos Digitais, com ênfase em práticas
pedagógicas que promovem o desenvolvimento do Pensamento Computacional. Foi bolsista de
produtividade em pesquisa pela Fundação Araucária entre 2019 e 2021.

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Published

2026-08-13

Issue

Vol. 19 (2026)

Section

Articles

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Copyright (c) 2026 Loryane Santos de Oliveira, André Luis Trevisan , Eliane Maria de Oliveira Araman , Sani de Carvalho Rutz da Silva, Alessandra Dutra

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