I think, therefore I am! leaving the intellectual laziness: a re-linking that calls for mathematical thinking

Abstract

Under the slogan of the classic Descartian, I think, therefore I am! Cogito ergo sum; it is summoned to be motivated in a change of thought in mathematics; inciting to give up mental laziness. This category is studied under the essences of original authors. It is a pending task in the actors of the educational process, it is the mission of being and existing; that it is possibly one of the marked differences in the human being, which makes him stand out from the rest of the planet: thinking; and it is decolonizing thought, leaving mental laziness behind and exercising mathematically. Take decisions; to be in the world; to make a greatness of his life and to contribute his leading role in the homeland is urgent to retake; in which the present disjunctive, injurious, disruptive thinking can be the thrust to the deepening of the world crisis. With the transmethod, the transcomplex rhizomatic deconstruction in transmodernity emerges from the Descartian phrase I think, therefore I am! Leaving the intellectual laziness as a re-link that calls to think mathematically, as the objective of the investigation. It is located in the research line entitled: Transcomplex Decolonial Mathematical Education. In the final part, beyond the conclusions, proposing other investigations in the aforementioned line, the art of thinking is encouraged as a re-linking of thought, unlinking intellectual laziness in the future of the human being in its contribution and con-formation The citizen of the world must be a social responsibility, which in the golden training of the planet: the gray matter, urges in times of crisis; thinking with dialectical logic mathematics is a training par excellence. It encourages a feeling to think as a very first decolonial category in Mathematics Education, which encourages one to be imbued beyond rationality, towards emotional processes, where the brain learns better, thinks deeply when it gets emotional and is not constrained by the restrictions of the imagination; in the tetra: body-mind-soul-spirit in full complexity in teaching science legacy of humanity.