Transiciones de la aritmética a la matemática crítica en Inglés

Abstract

This descriptive and interpretive study responds to the need to transform a rigid structure of math practices in an EFL math classroom that followed a proficiency-oriented approach. Fifteen EFL Math students in the age range between 8 and 10 participated in six Critical Math Literacy didactic units (CML) at a private bilingual school in Bogotá-Colombia. Data were collected during six months, classroom observations, students' artifacts, and six Critical Math literacy units. The results showed students' engagement, participation and text production about the economy, healthcare, and environmental issues in inquiry and math tasks. The enhancement of the English language and concepts that merged content areas developed in sophisticated repertories. Student artifacts revealed initiatives about caring for natural resources and people to understand societal structures as citizens informed. Additionally, students' outcomes unveiled how learners raised environmental awareness through transitions from numeracy to critical math literacy. The results indicated that careful consideration of learners' constructions and social reflections enables math education to propose more emancipatory pedagogies that significantly foster a critical perspective in young learners’ engagement.