Integrating Real-Life Contexts into Mathematics Education to Support Critical Thinking

This article examines the pedagogical potential of integrating real-life contexts into mathematics education in order to support students’ critical thinking. The relevance of the topic is determined by current educational demands that require learners not only to reproduce procedures but also to interpret situations, evaluate information, justify conclusions, and make reasoned decisions in everyday, academic, and civic settings. In contemporary mathematics education, real-life contexts are no longer viewed as decorative additions to abstract content. They are increasingly interpreted as meaningful environments in which mathematical reasoning, modelling, and reflection can be developed together. The purpose of the article is to substantiate a methodological approach to integrating real-life contexts into mathematics teaching so that contextualized learning contributes directly to the formation of critical thinking. The study is theoretical and methodological in nature and is based on the analysis, comparison, and synthesis of research in mathematical literacy, mathematical modelling, authentic tasks, and critical mathematical thinking. The article argues that critical thinking in mathematics is strengthened when learners work with authentic and socially meaningful situations, formulate mathematical models, interpret results in relation to the original context, and evaluate the adequacy, limitations, and consequences of their solutions. A pedagogical model is proposed in which contextual tasks are organized through gradual movement from situation analysis to mathematization, solution, interpretation, discussion, and reflective evaluation. The practical significance of the study lies in its applicability to school mathematics, teacher education, and curriculum design aimed at increasing the relevance, depth, and intellectual productivity of mathematics learning.

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