In the COVID-19 pandemic, it is an urgent issue to develop human resources who can deal with so-called “trans-scientific problems,” which are “questions which can be asked of science and yet which cannot be answered by science” (Weinberg, 1972). The ability to critically understand the claims of experts and to make decisions through public discussions and collaborations with citizens who have diverse values is a literacy for all people to survive in the future. The concept of critical mathematics education proposed by Skovsmose (1994) suggests the necessity for a deeper understanding of social situations and thus for critical citizenship through mathematics, which is consistent with an approach to dealing with trans-scientific problems in the context of mathematics education. However, research on “critical mathematics education” has pointed out the absence of a coherent curriculum as a challenge (Brantlinger, 2013) . This study aims to construct a model curriculum that embodies the philosophy of critical mathematics education. As a methodology, we adopt the “socio-critically open-ended approach,” which is a development of the “mathematically open-ended approach” from the perspective of sociality. This approach will function as a teaching method that is consistent with mathematics education from primary to secondary education. In addition, we propose the “sociality of mathematical problem-solving” as one of the principles for the curriculum.