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Analysis of critical mathematics education as a possible guide for the design of methodological strategies
This article is one of the products of a thesis that seeks to evaluate the effect of a methodological strategy on Critical Meaningful Learning and academic performance in mathematics in seventh grade students. Due to the fact that in the research, there is a goal, and it is the search for a perspective on which to base the strategy, Critical Mathematics Education was found as an option. The objective of the article is to analyze the principles, tensions and challenges of Critical Mathematics Education that can serve as a guide to propose a methodological strategy for the teaching and learning of school mathematics. To fulfill that, the principles of Critical Mathematics Education are described, and its positive aspects and limitations are analyzed, and it allows to examine tensions and challenges. All these in relation to the generation of work proposals in the classroom that encourage decision-making, and also encourage students as political subjects as part of society.
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