“Reading and Writing the World” with Mathematics: studying trigonometry with students from the 9th grade of Elementary School

Abstract

This article explores the limits and possibilities of teaching Mathematics for social justice, according to the concepts of reading and writing the world with Mathematics conceived by Eric Gutstein. Ninth grade students in a comfortable position from a private school in a small town in São Paulo participated in a study group, applying trigonometric properties of the right triangle to plan accessible facilities for people with disabilities and impaired mobility. Data were gathered from the students' and the author's diaries, and answers to a reflective questionnaire. Results show it is possible to achieve goals of teaching Mathematics for social justice: reading and writing the world with Mathematics, succeeding academically, changing one's orientation to mathematics and bolstering the individual's social agency. Concerning limits, the small scale of the study group, difficulties that demanded the teacher's assistance and the limited time the participants had for the activity stood out. It is expected that these aspects can be improved by expanding the groups and performing other projects.

Keywords/Palabras clave:
Critical Mathematics Education; Social Justice; Reading and Writing the World with Mathematics; Elementary School; Trigonometry