Abstract
A large number of studies in the literature have illuminated the issue of higher-order thinking skills with different perspectives. The purpose of the study was to establish a synthesis of the literature on the theoretical basis of higher-order thinking skills in mathematics learning. This study reviews and analyses all resources, including articles published in academic journals and books. Based on a content analysis of selected resources, this article formulates a definition of higher-order thinking skills and proposes ten substantial characteristics of problems for developing students’ higher-order thinking skills in mathematics learning. The present study makes several significant improvements to the field of mathematics education by providing a framework for test construction and an agenda for future research.
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