The present study aimed at investigating the effect of a training program based on mathematical problem-solving strategies on critical thinking skills among seventh-grade students in King Abdullah II schools of Excellence. The study adopted the quasi-experimental research approach. The participants of the study comprised of 29 male seventh graders. The participants were randomly distributed into a control group (n = 14) and an interventional group (n = 15). The study adopted the critical thinking skills test (75 items). The tests consisted of five subtests (identifying assumptions, deduction, conclusion, interpretation, and discussion). The interventional training program was a group of training situations complementary to the official curriculum. These situations were based on the strategy of building an organized list or a table, the strategy of finding a pattern, trial and error strategy, the strategy of using an equation or a law, the strategy of building a model or a diagram, the strategy of solving an easier problem, deletion strategy, go backward strategy, and logical justification strategy. The results showed that there were significant statistical differences in the critical thinking post-test scores between the control group (M = 26.5714, SD = 3.95580) and the interventional group (M = 43.6667, SD = 4.68534, t = 10.640, p = 0.000). The study concluded that the training program based on solving mathematical problems is an effective interventional tool to improve the seventh graders’ critical thinking skills. The study recommends reviewing the content of the curricula designed for the elementary stage in Jordan and including drills related to solving mathematical problems that aim to improve critical thinking skills of the elementary stage students.

AimThe present study aimed at investigating the association of the mathematical proficiency and mathematical thinking skills among female teachers of the first three grades in public schools of Amman city, Jordan.MethodThe study adopted the descriptive analytical research approach. A sample of 174 female teachers of the first three grades was recruited in the present study. To collect data, the study used a mathematical proficiency tests (39 items) covering the domains of the conceptual understanding, procedural fluency, strategic competency, adaptive reasoning, and the productive desire. In addition, the study used a mathematical thinking skills test consisted of (20) items distributed over seven mathematical thinking skills; they were: Induction skill, conclusion skill, symbolizing skill, logical thinking skill, guessing skill, demonstration skill, and modeling skill. Data were analyzed using SPSS software (v. 26).ResultsThe study findings showed that female teachers of the first three grades had a moderate level of mathematical proficiency (43.60 ± 16.04), a good level of mathematical thinking skills (6.51 ± 4.628). In addition, the study found significant statistical positive correlation between mathematical proficiency and mathematical thinking skills (r = 0.681, p ≤ 0.05) among female teachers of the first three grades in Amman.ConclusionThe study concluded that mathematical proficiency is significantly associated with mathematical thinking skills in their domains. The study recommended increasing female teachers’ competencies and skills related to mathematical proficiency and mathematical thinking throughout intensive courses and workshops.