An Innovative Model to Promote Secondary Students' Critical Thinking Skills in Algebra Learning

Abstract

This research aims to explore a learning model based on 21st-century skills and the Australian curriculum to cultivate students’ critical thinking skills in junior secondary mathematics algebra learning. This study used a mixed method. Quantitative data was collected through a questionnaire that provided information about perceptions of the challenges in learning algebra. Qualitative data was collected through semi-interviews with secondary mathematics teachers, which provided an opportunity for teachers to evaluate their understanding of critical thinking skills for algebra, it further clarified teachers’ expectations of mastering the key algebraic contents. Based on the data from the questionnaire and semi-interview, a practical model for embedding critical thinking skills and strategies in learning algebra was designed. The mathematical curriculum in Victoria and Australia were explored as they provided the basis of the model.