A Theoretical Model of Inclusive Didactic Mediation Based on Artificial Intelligence for University Mathematics Education in Latin American Contexts

Abstract

This study proposes the Inclusive Didactic Mediation Model Based on Artificial Intelligence for University Mathematics Education in Latin America (MMDIAI-LAT), structured around four interdependent dimensions: pedagogical-didactic, ethical-inclusive, technological-functional, and sociocultural-Latin American contextual. The research adopts a critical integrative review (Torraco, 2005) of eighteen high-impact sources. The model positions AI as a didactic mediator supporting visualization, accessibility, and conceptual construction in university mathematics, with equity as a constitutive design condition rather than a secondary aspiration. This preprint is submitted for peer review.