THE USE OF ARTIFICIAL INTELLIGENCE, MATHEMATICAL MODELING AND PROBLEM SOLVING AS ENHANCERS IN THE PROCESS OF TEACHING AND LEARNING MATHEMATICS IN THE SEVENTH YEAR OF ELEMENTARY SCHOOL

Abstract

The main objective of this article is to verify the potential of the use of Artificial Intelligence, Mathematical Modeling and Problem Solving in the 7th grade of Elementary School. Artificial Intelligence is a current subject and, therefore, it is considered of great importance to verify the possibilities of this tool in the school environment and, in the case of this article, in the learning of Mathematics. To this end, a didactic sequence was elaborated that begins with the presentation to the students of the technological tools, some problems to be solved, some climatic situations that can be modeled and their modeling and presentation of the results. The activity was developed with a group of five students from the 7th grade of Elementary School of a public school in the metropolitan region of Porto Alegre. The option for students at this school level is due to the fact that at this stage the content of Algebra is introduced, a moment of considerable break in conceptual paradigms and mathematical abstraction, this skill is a great challenge for the current generation known as Generation Alpha which is driven by agility, curiosity, independence, difficulty concentrating,  surrounded by technology and connectivity and that values experience more than theory. On the other hand, AI can make the student not make an effort to solve the proposed exercises, thus harming their learning. The research resulted in some relevant findings about the use of this tool, encourages student engagement in Mathematics classes, helps the individualization of teaching, supports the transition from the concrete operative stage to the formal operative stage according to Piaget's genetic epistemology, the use in Mathematics classes must be supervised and all results validated,  because Artificial Intelligence can make mistakes, and finally, it can cause cognitive dependence due to inappropriate use and without teacher monitoring.