In this paper, I present an analysis of how a group of students carried out the task of developing a mathematical modelling project guided by critical mathematics education. Specifically, I try to understand how the group interpreted the being critical that was expected from them. A framework of mathematical modelling in a critical mathematics education perspective is presented, emphasizing Paulo Freire's problematizing and liberating conception of education, the critical mathematics education by Ole Skovsmose, and these references in organizing mathematical modelling learning milieu. The methodological approach was qualitative and the main procedure was the analysis of the work report developed by the group. From the analysis, it was possible to notice at least two different ways in which the group interpreted what to be critical means: one that suggests a critical insertion of students in their reality, and another that relied on mathematical certainties to reach the conclusions of the project.
Mathematics Education; Mathematical Modelling; Critical Mathematics Education; Liberating Education
