Inteligencia Artificial Generativa aplicada en las Matemáticas de Ingeniería para el desarrollo del pensamiento lógico y crítico

Abstract

The paper analyzes the integration of generative artificial intelligence (AI) in engineering mathematics education, focusing on the development of logical and critical thinking. It highlights that, although this technology promises to personalize learning and promote student autonomy through virtual tutors and complex problem-solving environments, its implementation must be ethical, critical, and evidence-based. It emphasizes the design of pedagogical strategies that encourage active student participation, critical reflection on AI-generated responses, and verification of information to avoid excessive dependence and errors. The study's methodology combines qualitative and quantitative analyses through classroom observation, surveys, and interviews to assess the impact on cognitive skills and motivation toward STEM careers. In addition, it highlights the need to train teachers to effectively integrate these tools into mathematics curricula. It also recognizes the importance of overcoming challenges such as the digital divide and ensuring adequate technological infrastructure. In conclusion, generative AI offers a promising path to transform mathematics teaching toward a more personalized and adaptive pedagogy, where students become active agents of their learning, always within an updated, critical, and ethical framework.