Counterexamples and critical thinking formation

Abstract

It is beyond argument that the data stream surrounding us is just expanding with every passing day, and the amount of its new participants providing this or that information is rocketing hour after hour. And in many cases the information offered is highly controversial. Is it possible to learn how to systematize it, evaluate it for reliability, cut off materials that are not significant? Formation and development of critical thinking, to a certain degree, contributes to the solution of these problems. A lot of experts consider that critical thinking is if not fundamental, then at least key point to the society. It is difficult to believe that a specialist, for example, in the field of international trade does not possess critical thinking. How could he then analyze and interpret market trends, assess possible consequences of interest rate fluctuations or explain influence of some factors on production. The reason why people manage to do it is existence of critical thinking; moreover, it is impossible to imagine a well-educated person without such a feature. That is why people with critical thinking are so important for any society They have a whole set of skills in their arsenal–these are observation and the ability to make out case, undivided attention to study the information gained and the talent to apply analytical skills in a variety of situations. The article dwells upon the issue of interconnection between Mathematics and critical thinking. Contribution of teaching counterexamples in the course of mathematical disciplines to the formation of critical thinking has been studied.