The growing presence of Artificial Intelligence (AI) in education raises questions about its potential and limitations in the teaching and learning of Mathematics, posing new challenges for teacher education. Addressing these challenges requires critically revisiting the knowledge generated by research on the integration of digital technologies, considering their contributions and the contexts in which they were developed, as well as recognizing the specific characteristics of Generative Artificial Intelligence (GenAI). In the context of initial and continuing teacher education, this discussion involves understanding the transformations in teaching practice, the production and use of resources, and the relationships between teachers, students, and AI, considering the processes through which these resources are appropriated and their implications for teaching practices. It is within this context that the present work is situated. It presents and discusses activities that explore the possibilities of using GenAI in Mathematics Education and the challenges of implementing it in the classroom. The aim is to reflect on how teachers can select, critically analyze, question, and adapt these resources, taking into account pedagogical intentions, the specific nature of mathematical knowledge, and the demands of teaching contexts. These activities are intended to demonstrate that the integration of AI does not occur automatically but depends on the knowledge mobilized by teachers, the relationships established with these artifacts, and the didactic conditions under which they are used. This highlights the importance of teacher education in fostering a critical and pedagogically grounded appropriation of these technologies. In this context, collaboration among teachers, researchers, and educational institutions is essential for sharing experiences, collectively constructing knowledge, and strengthening teachers’ professional development in response to emerging challenges.
