Demystifying the Relationship Between Confidence and Critical Thinking in Mathematics among Preservice Teachers in West Philippines

Abstract

<p style="text-align: justify;">Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.</p>

Metacognitive Awareness as a Predictor of Mathematical Modeling Competency Among Preservice Elementary Teachers

“…As a result, seeing mathematical modeling just as solving mathematical problems may result in a lack of expertise in mathematical modeling. Therefore, preservice elementary teachers must develop their skills in modeling activities and produce their mathematical modeling problems by exposing them to intervention with modeling-based courses on using their critical and creative thinking processes to design effective instruction (Pentang et al, 2023;Sevinc & Lesh, 2018).…”