Mathematical modeling has been pointed out by many authors as one of the trends in mathematics education that most addresses the formation of citizenship, because it usually deals with problems coming from the reality experienced by students, using mathematical arguments for their interpretation or solution. The socio-critical perspective of Modeling in mathematics is the one that is most identified with this purpose, however this has not been explored in the papers reporting modeling activities with such characteristics. Although many previous works indicate the presence of general characteristics of this perspective, it is not pointed out as the main reference of the text. In this work, some elements that characterize a Mathematical Modeling activity from the socio-critical perspective are proposed, taking as a starting point some major theoretical frameworks already published about this topic. These elements were used to analyze the experiences reported at the VI National Conference on Modeling in Mathematical Education.
Mathematics Education; Mathematical Modeling; Sociocritical perspective; VI National Conference on Modeling in Mathematical Education
