Matemática crítica y educación: una propuesta pedagógica integradora desde la práctica en territorios excluidos

Abstract

This undergraduate research project stems from a pedagogical experience developed in territories affected by conflict and social exclusion, within the framework of an internship at the IN-JU Huellas Foundation. From the perspective of Critical Mathematics Education, it proposes an integrative pedagogical strategy that connects social reflection with mathematical thinking. Using the Participatory Action Research (PAR) approach, several learning modules were designed and implemented around topics such as equality, volume, exponentiation, and three-dimensional figures, aiming to strengthen students’ autonomy, argumentation, and social awareness. The results show that playful activities, collaborative work, and contextualized learning promote mathematical understanding and the formation of critical individuals capable of connecting mathematics with their social reality.