Critical and creative thinking in mathematics in national curriculum guidelines

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Published: May 14, 2020
DOI: https://doi.org/10.14393/ER-v27n3a2020-8
Keywords:
Mathematics education, Critical and creative thinking, Critical and creative thinking in mathematics, Mathematical Creativity, Problem solving

Main Article Content

Mateus Gianni Fonseca
Instituto Federal de Educação, Ciência e Tecnologia de Brasília, Brasil
https://orcid.org/0000-0002-3373-2721
Cleyton Hércules Gontijo
Universidade de Brasília, Brasil
https://orcid.org/0000-0001-6730-8243

Abstract

Rapid scientific and technological progress has nourished the establishment of different and unprecedented demands, while critical and creative thinking has been pointed out in several works as important for solving nontrivial problems - although there is fragility regarding their conceptualization, even in official documents. This article is a theoretical discussion about critical and creative thinking, particularly in the field of mathematics, based on a documentary research (National Curriculum Parameters, Common National Curriculum Base and scientific production databases). As a result of the research, a concept is proposed, along with examples that illustrate how to stimulate critical and creative thinking in mathematics in the classroom. It is hoped that it will be useful to underpin public educational policies, including the construction of school curricula, and therefore pedagogical practices in the field of mathematics at different levels and modalities of education.

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How to Cite
Fonseca, M. G. ., & Gontijo, C. H. . (2020). Critical and creative thinking in mathematics in national curriculum guidelines. Ensino Em Re-Vista, 27(3), 956–978. https://doi.org/10.14393/ER-v27n3a2020-8
Issue
2020: v. 27, n. 3 (set./dez. 2020)
Section
Dossier: Curriculum in Mathematics Education II

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