Critical Thinking and Teaching Mathematics: An Analysis from Education (original) (raw)

The Teacher’s Critical Thinking Skills in Solving Mathematical Problems

2020

This study to describe the critical thinking skills of master students who are high school / high school / MA teachers being studied. This type of research is a descriptive study with a qualitative approach. Data was collected from the results of critical thinking skills tests and interviews. Furthermore, the data collected were analyzed based on indicators of critical thinking capacity determined by researchers which included interpretation, analysis, evaluation, inference and explanation. The subjects of this study were 2 people who were considered potential researchers to have critical thinking skills. This can be seen when attending lectures and observing learning in the classroom. Based on the results of the analysis of the results of interviews and interview results subject 1 has the capacity to think critically better than on subject 2. Subject 1 can achieve five indicators of capacity for critical thinking, while subject 2 only on 3 indicators: interpretation, analysis and e...

Critical Thinking Trends of Secondary School Mathematics Teachers

2019

Associate Professor & Head, Department of Mathematics, Diphu Government College, Diphu, Assam-782462, India. 2 Professor & Head, Department of Mathematics, Rajiv Gandhi University, Rono Hills, Itanagar, Arunachal Pradesh-791112, India. ABSTRACT It is known that individuals undergo mental procedure such as reasoning, analyzing the situation or evaluating the events they experience in their educational lives and daily lives. Critical thinking is defined as a path of thinking that aims at acquiring, comparing, using and evaluating knowledge in an original track as well as covering these mental processes. Critical thinking skills are associated with high-level mental processes such as problem solving, problem-making and reasoning, are also very important in terms of mathematics education. The point of this examination is to determine the degree of critical thinking propensities of mathematics teachers and to break down the critical reasoning temper regarding various factors. For this pu...

The Influence of Content on the Development of Students' Critical Thinking in the Initial Teaching of Mathematics/Utjecaj sadržaja na razvijanje kritičkog mišljenja učenika u početnoj nastavi matematike

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2016

This paper points out the importance of developing critical thinking in the initial teaching of mathematics and highlights some of the problems associated with its realization. In this context, the authors draw attention to the definition of critical thinking and the role of content (tasks) in its development. Starting from the specificity of initial teaching of mathematics and students' age, critical thinking is operationalized through specific skills (formulation of the problem, reformulation of the problem, evaluation, sensitivity to the problems), that become apparent in work with mathematical content. On a sample of 246 students (9.5-10.4 years old), an experimental study (experiment with parallel groups) was organized in order to examine whether, with the selection of appropriate content (tasks), critical thinking in the initial teaching of mathematics can be developed. The results show that, with the appropriate choice of content, students' critical thinking, viewed as a whole, can be developed and that, in that process, we can significantly influence the development of each of its skills (formulation of the problem, reformulation of the problem, evaluation, sensitivity to the problems).

Analysis of Critical Thinking Pre-Service Mathematics Teacher’s Ability in Term of Selected Topics of Secondary School Mathematics

Solid State Technology, 2020

This study was aimed at describing the critical thinking of pre-service mathematics teachers with high competence of finishing selected topics of secondary school mathematics, geometry designed based on the critical thinking indicators of pre-service mathematics teachers. This was a descriptive qualitative study with the subjects, the students of AMK5 class of Mathematics Education Study Program in the Faculty of Educational Sciences in the year of 2018/2019. The data collecting techniques were test and interview. The results showed that there were 2 subjects with high level of early mathematics ability. Subject 2 identified the assumption given. Subject 2 were capable to identify the adequacy of elements of problem solving but subject 1 were not. Subject 1 and 2 were able to identify the data/concept/definition/theorema of problem solving. Both subject 1 and 2 could not answer the questions with reasons, concept, principles, rules, characteristics that underlied the answers. Furthermore, the results of study helped the lecturers or mathematics teachers in finding the appropriate learning methods that suited the students' needs for the increase of students' critical thinking.

A Didactic Proposal to Develop Critical Thinking in Mathematics: The Case of Tomás

2017

Critical thinking is an essential skill that schools should develop in every student at every level. As it is a complex and difficult task to accomplish, it should be introduced early on in a child’s education, and continue to be developed. With this in mind, a study was conducted to analyse the way in which grade 6 students solved maths problems to see which aspects of critical thinking were used and developed. A qualitative case study was design. Although the study was carried out within a short time frame, it was possible to detect characteristic aspects of critical thinking used by students, which shows that there is a need for more research to be done

Research on critical thinking of pre-service mathematics education teachers in Indonesia (2015-2023): A bibliometric review

Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika

Critical thinking involves being mentally organized and participating in a judgmental process to solve problems. The purpose of this study is to look at the focus of research related to critical thinking of pre-service teacher teachers of mathematics education, especially in Indonesia from 2015 to 2023. The method used in this study is a descriptive bibliometric analysis method. The Scopus database is used to obtain the necessary data. The results of the research show that publications related to the critical thinking of pre-service teacher teachers of mathematics education in Indonesia have increased from 2018 to 2020. Most of the publications were published in conference papers and some were in Q2 journals. The research focus is divided into 4 sections, namely, 1) mathematics teacher , mathematical problems , algebra , and qualitative research ; 2) critical thinking skills , mathematics education , and learning systems ; 3) problem based learning and STEM; 4) data analysis techniq...

The Change in Mathematics Teachers' Perceptions of Critical Thinking after 15 Years of Educational Reform in Jordan

Educational Studies in Mathematics, 2006

This study investigates how mathematics secondary schools' teachers in Jordan perceive critical thinking and compares teachers' perceptions before and after educational reform. Data were collected from 12 schools twice: in 1988 and in 2004 by interviewing 47 Mathematics teachers. The interview included questions related to teachers' understanding of critical thinking, its role and importance in learning Mathematics, and instructional strategies that could help improve students' critical thinking skills. Results found no improvement in secondary Mathematics teachers' perceptions of critical thinking despite 15 years of educational reform. The majority of Mathematics teachers seemed not to have a clear and adequate understanding of critical thinking. Though most of the teachers claimed they have to teach critical thinking, more than half of them could not suggest any learning situation that could help in fostering critical thinking in Mathematics classes. Also most of the teachers claimed that critical thinking would help students in learning Mathematics; yet less than half were able to give a convincing justification for that. A small percentage of the secondary Mathematics teachers believed they can help all students to foster their critical thinking. It is thus recommended that the concept of critical thinking be transferred from the realm of rhetoric to the field of practice. The paper ends with some recommendations related to the Mathematics teachers training programs in view of the results of this study.

Mathematics and Science Teachers' Concept of Critical Thinking

The need to teach higher order thinking skills is not of recent ori-gin. Educators have been calling for renewed interest in critical thinking for a number of years. Critical thinking is purposeful, reasoned and goal-directed. It is the kind of thinking involved in solving problems, formulating inferences and making decision. The study was designed to answer some questions related to teachers' conceptions of critical thinking and teaching methods and techniques that promote critical thinking. We used questionnaire as a research instrument to obtain data for this study. Questions were focused on drawing out teachers' perceptions on critical thinking. Quantitative and qualitative analysis of ques-tionnaire reveal that math and science teachers are not familiar with the concept of critical thinking. They did not seem to understand the requirements needed to develop students' critical thinking abilities and skills. Only a few teachers who took part in this research use teach...

Developing Critical Thinking in Elementary Mathematics Education through a Suitable Selection of Content and Overall Student Performance

Procedia - Social and Behavioral Sciences

Authors of this paper draw attention to the importance of developing critical thinking in the process of education. For this purpose, we organized a research (an experiment with parallel groups) on a sample (N=246) of third-grade students of primary school, to examine if critical thinking can be developed by a better planned selection of content. The obtained results show that the selection of content can encourage and develop critical thinking of all students, and that there should be no restrictions regarding the classification of students by their overall performance at school.