Un camino de números e ideas nuevas investigadas: una aproximación crítica, decolonial y comunitaria a la educación matemática

Abstract

This article analyzes mathematics teaching from a critical, dialogical, decolonial, and inquiry-based perspective, articulated with the principles of Bolivia’s Socio-Community Productive Educational Model. Its objective is to reflect on ways to transform mathematics education by starting from students’ sociocultural realities and moving beyond an approach limited to procedures, formulas, and mechanical exercises. Methodologically, the paper is structured as a qualitative, socio-critical, and decolonial reflective article supported by documentary review, conceptual analysis, and a reflective systematization of pedagogical experiences related to secondary education. The analysis identifies five core dimensions: problem-posing and dialogue as foundations for learning; inquiry as a didactic principle; ethnomathematics as a bridge between community knowledge and academic mathematics; the articulation of curriculum, context, and production; and the use of everyday problems, projects, technology, and community work to strengthen mathematical reasoning. The article concludes that contextualized mathematics education can foster critical thinking, autonomy, creativity, and community participation when teaching plans connect curricular content with meaningful experiences and recognize epistemic diversity without abandoning mathematical rigor