Abstract
Technological advances have been developing in an accelerated way and algorithms are fundamental in this structure, contributing to its social formatting. From this context, the objective of this paper was to seek subsidies that boost reflections on the social implications of mathematics in the algorithm society, as well as on the social role of Mathematics Education in this scenario. The research is based on the perspective of Critical Mathematics Education and on the relationship between Science, Technology and Society, especially in the Civilizing Equation. Qualitative research was developed through propositional theoretical reflections and the data are presented in the parameters of Discursive Textual Analysis. Through online questionnaires, aimed at two social spheres, it was investigated what level of information individuals have about mathematical modulation and its possible social impacts. It is concluded that there is a lack of discussions about the imbrication between technology and mathematics as a basic tool in the construction of social models. Thus, it is proposed for the field of Mathematical Education an approximation with the Civilizing Equation.
Keywords
Algorithm; Civilizing Equation; Critical mathematics education; Social Modulation; Digital revolution