Simulated Case in Mathematics Teaching-Learning: a critical approach teaching

The intent of this study is to contribute to reflection regarding the insertion of themes that make it possible to approach mathematics through its relations with the scientific-technological and social context. Developed based on a Critical Mathematical Education perspective, the study was conducted with 10(th) grade students in a public school in Ponta Grossa - Parana in their mathematics classes. The research question focused on the possibility of introducing research activities, reading, and simulated cases into the teaching-learning of mathematics in such as way as to bring mathematical knowledge closer to the scientific and social context, allowing the students to ask, to reflect on, and to evaluate the influence and dependence of mathematics, as a science, in relation to other knowledge. Data analysis pointed to the pertinence of introducing research activities, discussion, and simulated cases into the classroom, in addition to formal mathematical knowledge, as a way to break the traditionalism and promote a new form of constructing knowledge, highlighting the possibilities of advances and limitations that different fields of knowledge possess.