Decolonial transdisciplinarity of Mathematics Education

Transdisciplinarity is not always decolonial, it has had modernist, postmodernist lags. From the transmodernist project, the transcomplex transparadigm is fulfilled with the complex objective of analyzing the decolonial transdisciplinarity in Transcomplex Decolonial Mathematics Education. In the reconstruction of research as conclusions of openings, transdisciplinarity as decoloniality, Transcomplex Decolonial Mathematical Education takes precedence in decolonial levels of reality, the decoloniality of disciplines, complexity converges to investigate through transmethods that deepen reality, its multireferentiality and ways to manifest. They are motivated to various investigations framed in the line of research: Transcomplex Decolonial Mathematical Education where re-linking, first unlinking, is a transmodernist essence.