Abstract
This paper analyzes the critical thinking and teaching of mathematics from the perspective of education. Its purpose is to determine the link between the variables and their consequent analysis. Methodologically, it takes a mixed approach. It uses a correlational design and systematic review in the Scielo and Scopus databases over the past five years. The sample consisted of 103 professors and 36 articles. The technique was the survey. Inferential statistics were used using the SPSS statistical package. The results indicate that Spearman's Rho is 0.579, showing a moderate positive correlation. In conclusion, there is a moderate correlation between teachers' critical thinking and their way of teaching mathematics, showing that 48.5% of them reach a high level in their teaching method. At the same time, the systematic review shows that the studies are focused on two components; Social Development and Educational Praxis.
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