Does the integration of AI-driven robotics into mathematics education serve as a form of reterritorialization of an educator’s professional identity?. Frontiers in Educational Practice and Research, [S. l.], v. 1, n. 2, p. 105–119, 2025. DOI: 10.55578/fepr.2509.009. Disponível em: https://ojs.nexuspress.org/journal-fepr/article/view/97. Acesso em: 21 nov. 2025.