Critical consciousness in engineering education: going beyond critical thinking in mathematical modeling

ABSTRACT

An educational praxis that is concerned with citizen formation ought to aim at the development of critical consciousness and critical thinking, but little research has addressed the dynamics of critical consciousness in mathematical modeling activities. This study aims to characterise and understand the manifestation of critical thinking and critical mathematical consciousness in the modeling process and approach the relationship between both. That said, we conducted qualitative research with engineering students who produced mathematical models involving differential equations. We found that critical mathematical consciousness and critical thinking show variations, as there is a greater occurrence of critical thinking to the detriment of critical consciousness. We conclude this study by presenting some implications for critical mathematical consciousness.

KEYWORDS:

• Critical consciousness
• mathematical modeling
• critical thinking
• social justice pedagogy
• modeling competency

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

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Additional information

Notes on contributors

Aldo Peres Campos e Lopes

Aldo Peres Campos e Lopes is an Associate Professor of Mathematics in Higher Education at the Federal University of Itajubá. His current research in Mathematics focuses on geometric analysis and differential geometry and his research in the field of Mathematics Education focuses on mathematical modeling, critical thinking, critical consciousness, mathematical education for deaf people and attitudes toward mathematics.