Cuando el álgebra deja de ser jeroglífico: una experiencia con DeepSeek en el aula

Víctor Manuel Hernández Alarcón; Lorena  Alonso Guzmán

doi:10.22201/ceide.16076079e.2026.27.2.12

Authors

Víctor Manuel Hernández Alarcón Universidad Autónoma de Guerrero; Tecnológico Nacional de México, Facultad de Ingeniería, Chilpancingo, Guerrero, México https://orcid.org/0009-0000-3466-4081
Lorena Alonso Guzmán Universidad Autónoma de Guerrero; Tecnológico Nacional de México, Facultad de Ingeniería, Chilpancingo, Guerrero, México https://orcid.org/0000-0003-4509-0663

DOI:

https://doi.org/10.22201/ceide.16076079e.2026.27.2.12

Keywords:

DeepSeek, Generative Artificial Intelligence, Upper Secondary Education, Algebra, AI-Assisted Learning

Abstract

Algebra often creates a barrier between students and mathematics. In a high school in Guerrero, that obstacle became a starting point to explore the use of DeepSeek, a generative artificial intelligence tool that is accessible and oriented toward mathematical tasks. Through guided activities, the tool acted as a companion in problem solving rather than a substitute for thinking. The experience revealed concrete changes: increased participation, clearer understanding of procedures, and a different relationship with mistakes. It also raised necessary questions about the critical use of ai, its limits, and its ethical implications. Rather than a technological fix, this essay shows how a situated teaching practice can reshape the way algebra is taught and learned.

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