The educational context 2.0 of Artificial Intelligence as a systemic activity; case of Mathematical Analysis

This article shows that the educational context, within the university environment, is the starting point 2.0. As much as technology delimits precepts within the current academic society and cultural paradigms are changing within the pedagogical universe. Therefore, the educational contribution offered by Artificial Intelligence within the academy is plausible; helping every student who needs information and is not divisive with the Big Data process. Obviously that the interactivity of Digital Technological Massification escorts. For which, Mathematical Analysis, as a systemic activity, is not discarded and is a guarantee for the teaching-learning process. Much more, if, in an intelligent way, it is worked in the virtual environment and it is applied in subtle platforms; such as Wolfram Alpha. This is when collaborative typographic writing, in the composition of LaTeX type texts, becomes present and resizes Higher Education.