Socio-critical mathematical thinking: Towards emancipation and the configuration of transformative learning environments

Source abstract

This study analyses the development of socio-critical mathematical thinking (SCMT) in primary and secondary school students through problem-solving tasks based on real-life contexts. From a socio-critical perspective of mathematics education, based on Paulo Freire's emancipatory pedagogy and Ole Skovsmose's critical mathematics education, an intervention was designed in two public institutions in Armenia, Colombia. The strategy consisted of students identifying topics of interest to them, writing an opinion piece and supporting it with reliable statistical data, promoting reflection and critical analysis of social, political, economic and environmental phenomena. Thirty-six students participated, of whom 83.3% expressed, in interviews and written assignments, a change in their perception of the role of mathematics. The results show a transition from decontextualised exercises to the formulation of projects with a socio-critical approach, strengthening argumentation and democratic participation. It is concluded that the incorporation of real contexts and critical data analysis favour ECM and contribute to the formation of critical citizens committed to their environment.