Critical discourse analysis in studies about algorithms and artificial intelligence in Mathematical Education

Abstract

The research focuses on conducting a Discourse Analysis of papers on algorithms and Artificial Intelligence (AI) in Mathematical Education during a Graduate course. The main objective is to understand how the educational and practical meanings of AI are created and communicated in the discourse of the papers, exploring the words, expressions, and forms of language used. Similarly, it seeks to identify how the discourse is employed and its relationship with theorists such as Bakhtin and Gramsci to establish, reinforce, or challenge intentionality relations in the subjective views of the educational uses of innovations like AI. Additionally, the study investigates how discourse contributes to the construction of mathematical educator identities and how these subjects critically position themselves. The results highlight that the Critical Discourse Analysis approach is an effective path for attentive readings and writings of texts, seeking ideological and identity aspects of teachers on recent themes, such as AI.