Critical-reflective Mathematics Education and research practice: the investigative cycle in the field of possibilities

Abstract

The study focuses on research in mathematics teaching and learning from the perspective of Critical Mathematics Education, through the investigative cycle in the process of reflective knowledge construction. The problem addressed is: what are the contributions of the research cycle to critical-reflective mathematics teaching and learning in the 9th grade of Elementary School? It is based on Silva (2022), referring to the development of the investigative cycle, Skovsmose (2007; 2008; 2014) with Critical Mathematics, and Ausubel (2000; 2003) on Meaningful Learning Theory. This is a Case Study (Gil, 2009), with a qualitative approach. To generate data, classroom observation and the development of a pedagogical workshop addressing scientific research were used. The work related to research in Elementary School and in mathematics classes is considered to be in its early stages. Through the workshop, it was observed that research is significant in the construction of mathematical concepts which, although implicit, are perceived in reality.