This bibliometric study analyzes the scientific production on the use of artificial intelligence (AI) in mathematics education between 2020 and 2024. Based on a sample of 384 documents extracted from 155 international sources, the study evaluates emerging trends, collaboration patterns among authors and countries, and the main themes related to the use of AI in mathematics education. The analysis was conducted using the Biblioshiny tool in RStudio, generating network maps and thematic graphs that visualize the relationships between keywords and international collaborations. The results show that China and the United States lead in terms of scientific productivity and international collaboration. A growing interest in the use of generative AI emerges, including deep learning and ChatGPT, in educational contexts for the purpose of assessment of learning. The present study provides a clear overview of current dynamics in AI research in mathematics education, highlighting opportunities for interdisciplinary collaboration.

The ethnomathematical perspective implies substantial epistemological changes in mathematics conception with respect to the positivist tradition. This research focuses on a workshop for pre-service teachers, designed and developed under the ethnomathematical perspective, and which promotes reflection on the nature of mathematical knowledge. To that end, we analyzed the teachers’ answers about the nature of the mathematics described after the participation in this workshop. First, we identified some characteristic approaches of mathematics from the ethnomathematical perspective - the practical, social, and cultural approaches - and then used them to analyze the participants’ observations, which are considered as evidence of their conceptions about the nature of mathematical knowledge. Later, we grouped participants in profiles defined in relation to the incorporation of mathematics approaches according to Ethnomathematics. In conclusion, the workshop is shown as an environment conducive to reflection.

En un artículo precedente hemos presentado el desarrollo de un modelo o instrumento metodológico de investigación, denominado MOMET (OLIVERAS; ALBANESE, 2012) construido para el estudio etnográfico y etnomatemático específico de artesanías de trenzado. En el presente trabajo vamos a mostrar cómo hemos aplicado este mismo instrumento a dos ejemplares paradigmáticos de cordeles, productos de dos artesanías de trenzado. El trabajo etnográfico ha requerido una inmersión en el campo de cada uno de los dos escenarios artesanales. El análisis interpretativo y la aplicación del instrumento metodológico han hecho posible un estudio etnográfico sistemático de las matemáticas presentes en el proceso de trenzado.

This research describes the perspective of secondary school teachers on the selection, elaboration, and implementation of contextualized mathematical problems in secondary education in Costa Rica. An exploratory and descriptive quantitative study is carried out, applying a questionnaire to 67 in-service secondary school mathematics teachers. The dimensions of the sources used by teachers, the difficulties encountered and the learners’ background considered for problem selection and elaboration are analyzed. In addition, the contexts present in the problems that teachers propose are classified. The results indicate that teachers use textbooks for the selection of mathematical problems. In addition, they give a favorable opinion regarding the use of realistic contexts in the creation of new problems. However, several of the proposed problems present fictitious or mathematical contexts. The highest percentage of the participants points out the need for training for the elaboration of contextualized mathematical problems.