This analysis examines socio-critical mathematical thinking development in students, suggesting that real-life problem-solving fosters critical awareness and engagement.
Key Points
Results indicate that 83.3% of students reported changes in their perception of mathematics, with a transition towards socio-critical projects.
A significant approach incorporated real-life contexts and critical data analysis, enriching students' understanding of social phenomena.
Students engaged in problem-solving tasks while developing argumentation skills, linking mathematics education to their lived experiences.
The intervention highlighted the importance of democratic participation and critical analysis in primary and secondary education.