This article relates notions of Educational Mathematics with the transversality of mathematical knowledge in situations of a coronavirus pandemic. A social phenomenon in the field of health is analyzed from an academic perspective for the construction of dialogues on the implications of public policy actions carried out by the population. The proposed reflections show the role played by mathematical thinking in understanding the situation, the preventive measures and the problems that derive from it; all this leads to the consideration of the notion of extended classroom. Thus, the development of thought must be understood beyond the ability to solve problems.
You may also start an advanced similarity search for this article.
