Generative Artificial Intelligence as a Formative Mediator in Mathematical Task Design: An Ontosemiotic-Neutrosophic Analysis of Didactical Suitability in Teacher Education

Authors

• Arian Vazquez Alvarez, Universidad Bolivariana del Ecuador, Guayaquil, Ecuador

Abstract

The transformation of mathematics teaching in the digital society demands the integration of emerging technologies with solid pedagogical foundations. This study analyses the mediation of generative artificial intelligence (GAI) in the design of mathematical tasks from the Ontosemiotic Approach (OSA). A neutrosophic reading is introduced to preserve, rather than collapse, the evidential structure of GAI-mediated tasks, annotating each facet with independent degrees of truth (T), indeterminacy (I), and falsity (F) and modelling the teacher's critical mediation as an operator of evidence refinement. GAI does not replace the teacher but strengthens their role as epistemological mediator and fosters critical didactic thinking.

Recommended Citation

Vazquez Alvarez, Arian. "Generative Artificial Intelligence as a Formative Mediator in Mathematical Task Design: An Ontosemiotic-Neutrosophic Analysis of Didactical Suitability in Teacher Education." Neutrosophic Sets and Systems 101, 1 (2026). https://digitalrepository.unm.edu/nss_journal/vol101/iss1/11