<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892025000100127</article-id>
<article-id pub-id-type="doi">10.24844/em3701.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis y comparación de respuestas aportadas por IA generativa y por profesores de matemática a un problema de geometría euclidiana]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis and comparison of generative AI and mathematics teachers&#8217; answers to an euclidean geometric problema]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corica]]></surname>
<given-names><![CDATA[Ana Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parra]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sureda]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schiaffino]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godoy]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>127</fpage>
<lpage>160</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892025000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892025000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892025000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo tiene por objetivo esclarecer el desempeño de la Inteligencia Artificial Generativa (IAG) en la resolución de problemas matemáticos y su impacto en la profesión docente. El marco conceptual adoptado es el Aprendizaje Basado en Problemas. Se exploran, analizan y comparan las respuestas a un problema que ofrecen modelos de IAG y profesores de matemática. El problema es de geometría euclidiana, caracterizado por no admitir respuesta única e inmediata. Se propone dividir un círculo en tres superficies de dimensiones cualesquiera pero con igual área. Las categorías de análisis son: tipo de corte, sistema de representación, nivel de validación matemática y tipo de resolución. Se concluye que la IAG ofrece respuestas inconsistentes, poco variadas, con escasas validaciones matemáticas y cuyo sistema de representación predominante es el coloquial. Las respuestas de los profesores son correctas, ofrecen gran variedad de particiones, preponderan los sistemas de representación geométrico, gráfico y aritmético y ofrecen algún tipo de validación. Se concluye que el empleo de estos modelos de IAG no son apropiados para este tipo de problemas, sin una reflexión crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work aims to shed some light on the performance of Generative Artificial Intelligence (GAI) in solving mathematical problems and its impact on the teaching profession. The conceptual framework adopted throughout this work is Problem Based Learning. The answers to a problem offered by GAI models and mathematics teachers are explored, analyzed and compared. The problem studied belongs to euclidean geometry, and it is characterized by not admitting a single and immediate answer. It consists of dividing a circle into three surfaces of any dimension but with equal area. The categories for analysis are type of cut, representation system, level of mathematical validation and resolution type. We concluded that GAI offers inconsistent responses, little variety of answers, with few mathematical validations and with a predominance of a colloquial representation system. The teachers&#8217; answers are correct, they offer a great variety of partitions, the predominant representation systems are geometric, graphic and arithmetic ones, and they offer some type of validation. It is concluded that the use of GAI models are not appropriate for this type of problems, without any critical reasoning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia Artificial]]></kwd>
<kwd lng="es"><![CDATA[Docente de secundaria]]></kwd>
<kwd lng="es"><![CDATA[Profesor especializado]]></kwd>
<kwd lng="es"><![CDATA[Geometría.]]></kwd>
<kwd lng="en"><![CDATA[Artificial Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Secondary School Teacher]]></kwd>
<kwd lng="en"><![CDATA[Specialized Teacher]]></kwd>
<kwd lng="en"><![CDATA[Geometry]]></kwd>
</kwd-group>
</article-meta>
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