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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.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 10, 2025, Article No: em2715
https://doi.org/10.29333/ejmste/17157
Publication date: 01 Oct 2025
Online publication date: 24 Sep 2025
Article Views: 861
Article Downloads: 226
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