Does mathematics training lead to better logical thinking and reasoning? A cross-sectional assessment from students to professors

Cresswell, Clio; Speelman, Craig

doi:10.1371/journal.pone.0236153

Cited by 43 publications

(27 citation statements)

References 25 publications

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“…The reasoning and argument indicators showed that the subject misunderstood the problem. Reasoning and argument indicators were correlated with critical thinking skills (Cresswell & Speelman, 2020;Palinussa, 2013;Su et al, 2016). It was because low essential skills of thinking impacted a person's capacity to interpret and argue based on the problems they face.…”

Section: Discussionmentioning

confidence: 99%

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

Kusuma¹,

Wardono²,

Cahyono³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Literacy ability is an individual's ability to reason, formulate, solve, and interpret mathematically to solve problems related to daily life. Executive function is a cognitive aspect that has a relation with mathematical literacy. One of some aspects that affects the low mathematical literacy ability is the aspect of executive function. This study aims to investigate the characteristics of mathematical literacy based on the executive function aspects of 15 years old students. A qualitative method with a descriptive approach is employed in this study. The present research applies interview guidelines, questionnaires, and students' mathematical literacy tests as the instruments. Research subjects are junior high school students in grade VIII from two different schools. The result shows that the students' executive function influences mathematical literacy ability. Students' mathematical literacy ability is not fully achieved by fulfilling all the indicators involved. Another aspect found in the research is the low critical thinking ability impacts the achievement of mathematical literacy ability indicators.</p>

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Section: Discussionmentioning

confidence: 99%

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

Kusuma¹,

Wardono²,

Cahyono³

2021

EUROPEAN J ED RES

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“…They will become capable of implementing skills of mathematical discipline toward exercising logical thinking when the problems are solved by them. According to the study by Cresswell and Speelman (2020), the mind is disciplined by mathematical training, and it develops critical as well as logical reasoning along with problem-solving and analytical skills within the students. Most schools design the course of mathematics in a way that it forms deep analytical thought, creative thinking, mathematical fluency as well as understanding, and logical reasoning not in primary grades students but also in the students in secondary grades.…”

Section: Discussionmentioning

confidence: 99%

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

et al. 2022

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Mathematical learning in many developing nations is below average due to which students face difficulties in solving the equations and problems of mathematics as a result of limited understanding of the main concepts and reliance upon intuition as well as memorization. This study is focused on analyzing the effectiveness of senior graders’ education based on the development of mathematical intuition and logic in the context of Kazakhstan’s educational system. The quantitative research method and primary data sources were used for this research with a 147 sample size, which was selected by using a random strategy of sampling. With the use of IBM SPSS STATISTICS for data analysis, it was concluded that mathematical intuition and logic have a positive influence on the effectiveness of a student’s education. Effective strategies, such as rote learning instructions, problem-based learning, RME approach, mathematical reasoning, etc., are essential for enhancing the capabilities of studies in learning mathematics. It is found that there is a significant and positive association between student effectiveness and the logical reasoning abilities of students. Additionally, a positive and moderate relationship is noticed between the critical thinking of students, problem-solving abilities of students, and student effectiveness. Nevertheless, the main limitation of this study is that with small sample size, the findings of the study cannot be generalized; therefore, a large sample size would increase the reliability of the results in the future research. However, in the context of Kazakhstan, this study potentially contributes to the existing literature by presenting conclusive findings in the context of mathematical logic and intuition and student effectiveness.

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“…Mathematics is one of the subjects that is useful for developing students' critical thinking skills [34][35][36][37][38] because it involves reasoning, making decisions, and solving problems. Mathematical critical thinking skills involve the process of thinking and integrating knowledge of mathematics to solve mathematical problems using mathematical reasoning and problem-solving strategies [35,39].…”

Section: Introductionmentioning

confidence: 99%

Developing Students’ Mathematical Critical Thinking Skills Using Open-Ended Questions and Activities Based on Student Learning Preferences

Monrat

Phaksunchai

Chonchaiya

2022

Education Research International

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This study has two parts: phase I designed activities to support all students’ learning preferences, and phase II used open-ended questions and activities based on these preferences to develop students’ mathematical critical thinking skills in polynomials at all performance levels (i.e., high-achieving, fair-achieving, and low-achieving students). This research used an embedded mixed-method design. The subjects selected were 28 out of 98 seventh graders at a boys’ junior high school in Bangkok, Thailand, who were chosen by cluster random sampling technique. The instruments, which were validated by five experts, included a questionnaire, lesson plans, exit tickets, interview protocols, and tests of critical thinking skills in polynomials. The content validity was assessed via expert judgment, and reliability was assessed by item analysis. The quality and effectiveness of the instruments were acceptable. The research results showed the following: (1) most students at all performance levels prefer activities in which they can learn from participating in classroom activities, such as games, activities with real-life applications, and activities involving listening instead of reading and writing, and (2) critical thinking skills in high-achieving and fair-achieving students were at the fair level, while those of low-achieving students were poor. Analysis was the highest critical thinking subskill among high-achieving and low-achieving students, while interpretation was the highest subskill in among fair-achieving students. Open-ended questions and activities based on students’ preferences appear to be practical for developing critical thinking skills among students of all achievement levels.

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Does mathematics training lead to better logical thinking and reasoning? A cross-sectional assessment from students to professors

Cited by 43 publications

References 25 publications

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

Developing Students’ Mathematical Critical Thinking Skills Using Open-Ended Questions and Activities Based on Student Learning Preferences

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