Abstract
Developing critical thinking practices among young learners through mathematics education is a topic of attention for mathematics education research community. Learners’ critical thinking concerning cognitive and social aspects of their mathematics education have been explored in several research studies. However, learners’ critical thinking concerning their personal beliefs about their mathematics learning process have not received much consideration. In this paper, learners’ practice with thinking critically about and their potential to suggest changes in their mathematics learning process is explored based on their expressed beliefs about learning mathematics. Learners of eighth and ninth grade in two Norwegian schools responded to a questionnaire and were interviewed to gather their opinions concerning their mathematics learning process. Data analysis indicates that learners seldom think critically, and hold inconsistent beliefs about mathematics and its learning process. Moreover, they struggle to observe their own beliefs critically, and hesitate in suggesting alternatives to make learning mathematics meaningful for them. Consequently, learners’ critical attitude towards their mathematics learning process and their personal beliefs in order to gain a meta-perspective of their learning contexts does not seem to be evolving effectively. However, if learners are encouraged to think critically about mathematics education, their potential of contributing to improve their mathematics learning process becomes visible. We recommend that young learners get training in and are encouraged to think critically about their mathematics learning process so that they are equipped to make reflected choices related to learning mathematics in their personal lives.
Highlights
The word ‘critical’ can have different meanings depending on the frame of reference of its use (Ernest, 2016)
In this paper we focus on learners’ practice with critical thinking regarding their personal beliefs about their mathematics learning process, and their potential to participate in this process
7 The questions concerning learners’ views about education, mathematics, science, culture and cultural differences in their own class etc. intended to meet the objectives of LOCUMS. Our aim in these interviews was to explore learners’ practice with critical thinking about learning mathematics. These definitions allowed us to explore learners’ beliefs, assumptions, thoughts, opinions etc. presented in the interview conversations to highlight their practice with critical thinking skills of self-examination and self-correction about learning mathematics
Summary
The word ‘critical’ can have different meanings depending on the frame of reference of its use (Ernest, 2016). Mathematics education researchers have understood and used the term critical thinking diversely in different contexts to discuss development of learners’ critical competences. Learners’ critical thinking in mathematics education research literature have been discussed mainly as – a set of cognitive skills used to draw logical conclusions and take informed decisions while solving mathematical problems (Aizikovitsh-Udi & Cheng, 2015; Kuntze et al, 2017; O’Daffer & Thornquist, 1993); and secondly as – an attitude to understand and reflect over the role(s) of mathematics and mathematics education in socio-political and cultural contexts to promote justice and democratic concerns in the society (Gutstein et al, 1997; Skovsmose, 1994b, 1998). Learners’ practice with thinking critically about their personal beliefs concerning their mathematics learning process are seldom investigated in mathematics education research literature. The APA consensus’ definitions of sub-skills self-examination and self-correction were adapted to analyze learners’ interview responses
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