Abstract
In light of the importance of developing critical thinking, and given the scarcity of research on critical thinking in mathematics education in the broader context of higher order thinking skills, we have carried out a research that examined how teaching strategies oriented towards developing higher-order thinking skills influenced students’ critical thinking abilities. The guiding rationale of the work was that such teaching can foster the students’ skills of and dispositions towards critical thinking. In this article, we discuss ways in which critical thinking can be incorporated in mathematics instruction. In particular, we highlight how content taught in the probability strand can intentionally be focused on the development of students’ critical thinking. We report results of a study demonstrating improvement in secondary mathematics students’ dispositions towards critical thinking and abilities to think critically.
Highlights
Critical thinking (CT) is a capability essential to contemporary life
In order to give readers a more concrete view of the kinds of grade activities suggested by researchers internationally, we focus on the mathematical strand of probability, which can be taught starting from preschool children through high school and beyond
The research cited in this paper shows how the infusion approach can work in the specific case of the teaching of probability related to real life problems
Summary
Critical thinking (CT) is a capability essential to contemporary life. the benefits of critical thinking are lifelong, supporting students in the regulation of their study skills, and subsequently empowering individuals to contribute creatively to their chosen profession. Developing Critical Thinking Skills from Dispositions to Abilities: Mathematics Education from Early Childhood to High School. Critical thinking can be thought of as both a capability and a “habit of mind” by which individuals interact with the world of experience by questioning it, rather than just accepting it This is more than a taught skill to be employed selectively; it is an orientation to the world. To encounter the world critically, ideally an individual must be initiated into the practices of critical thinking from an early age Routines such as “I see, I think, and I wonder” can be used with very young children to develop the three skills of careful observation, thoughtful interpretation, and imaginative speculation. It is our contention that critical thinking must become a pervasive element of the educational experiences of all students from pre-school to upper high school and university settings and that a structured program in critical thinking should start with the promotion of appropriate dispositions and progressively move to the development of critical thinking abilities
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