Abstract
This qualitative research aimed to document the instructional practices, problems encountered, and suggestions offered by mathematics teachers in integrating critical thinking through problem-solving. To obtain the data, series of Focus Group Discussions (FGD) were conducted with seven (7) mathematics teachers and sixty (60) students in the Senior High School. Through the thematic analysis, four key themes were derived to present teachers’ teaching practices, problems encountered, and suggestions to intensify critical thinking promotion through problem-solving tasks. A Proposed Enhancement Plan for Mathematics Teachers was developed to hasten students’ exposure to activities that promote critical thinking and problem-solving. These activities involve enrichment sessions for mathematics teachers the problem-solving and refinement of instructional plans, particularly on strategies, assessment techniques, and instructional materials.
Highlights
The 21st-century education dramatically changes its focus to meet the students’ needs to survive the challenges brought about by the complexities of the 21st-century world and workplace (Monge & Frisicaro-Pawlowski, 2014; Bevins, Carter, Jones, & Moye, 2012; Campbell Jr & Kresyman, 2015; Paul, & Binker, 1990)
The investigation results bring useful information for the enhancement of instruction at the senior high school level to ensure students’ acquisition of critical thinking through problem-solving skills. 1.1 Conceptual Framework This study emerged from the conglomeration of the following theories, concepts, and frameworks: 1.1.1 Framework for 21st Century Learning (Bates, 2009) This framework describes the specific skills, content knowledge, expertise, and literacies that students must master to succeed in work and life. 1.1.2 K-12 Mathematics Framework The framework underscores the twin goals of mathematics in the basic education levels, namely, critical thinking, and problem-solving
Each Focus Group Discussions (FGD) cluster covered 10 members. 2.3 Instrumentation The study utilized the Focus Group Discussion (FGD) Guide to elicit information on the teachers’ teaching practices, difficulties encountered, and suggestions to facilitate the integration of critical thinking and problem-solving skills in mathematics instruction. 2.4 Data Gathering Procedure To obtain the data needed for the investigation, the following procedures were undertaken by researchers: 1. The researcher sought permission and endorsed by the principal of the Basic Education Unit (BEU). 2
Summary
The 21st-century education dramatically changes its focus to meet the students’ needs to survive the challenges brought about by the complexities of the 21st-century world and workplace (Monge & Frisicaro-Pawlowski, 2014; Bevins, Carter, Jones, & Moye, 2012; Campbell Jr & Kresyman, 2015; Paul, & Binker, 1990). The investigation results bring useful information for the enhancement of instruction at the senior high school level to ensure students’ acquisition of critical thinking through problem-solving skills. On the other hand, according to Polya (1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown These two goals are to be achieved with organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and attitudes, and appropriate tools, taking into account Filipino learners’ different contexts.
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