The Projection of Mathematics as a Science
A critical and complex thinking approach to teacher training
There are many discussions about mathematics and even today we find disagreements among scholars about whether mathematics is a science or not. This conception may be associated with the fragmentation of areas of knowledge, resulting in mathematics teaching that is disconnected from reality. Mathematics education is an established and consolidated body of knowledge, built on isolated and sequential divisions. This research is defined along the lines of qualitative, interpretative research, whose structure has been organized in multipaper format and the methodological assumptions include bibliographical research and the analysis of classroom strategies based on critical and complex thinking built from an extension course. The aim of the research is to investigate whether Critical Mathematics Education can be considered a teaching concept that enables teachers to understand issues involving mathematics and everyday life in a complex way, contributing to an integrative view of science. To this end, we defined the following specific objectives: to discuss the elements that demonstrate that mathematics is science; to investigate whether CME can be understood as a teaching concept that favors complex thinking and contributes to an integrative view of science; to identify and discuss teachers' conceptions of mathematics teaching; to understand the conceptions of teachers who teach mathematics when creating lesson strategies based on critical and complex thinking.