Learners’ Critical Thinking About Learning Mathematics

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.

Year Five Pupils’ Perception Towards Higher Order Thinking Skills in Learning Mathematics

“…This is a limitation of the study since there is no qualitative data to delve into the findings obtained. Studies on literature review have found that HOTS in Mathematics is indeed valid, but there needs to be more studies on the usefulness of HOTS in Mathematics from pupils' perspective (Anggraini et al, 2019;Sachdeva & Eggen, 2021). Therefore, the findings of this study provide statistical data on the level of pupils' belief towards HOTS in Mathematics to validate the qualitative findings of previous studies.…”

Planning for Cultivation Numerical Literacy in Mathematics Learning for Minimum Competency Assessment (AKM) in Elementary Schools

“…High early math ability is essential for students to develop critical thinking skills based on interpretation indicators (Sutama et al, 2022). In fact, students rarely think critically and have inconsistent beliefs about mathematics and the learning process (Sachdeva & Eggen, 2021). Teachers must plan the right strategy so that evaluations using HOTS questions can be carried out correctly.…”

Analisis Bibliometrik: Fokus Penelitian Critical Thinking Dalam Pembelajaran Matematika (2017 €“ 2022)

“…Pelajaran matematika yang siswa dapatkan di sekolah menjadi latihan rutin yang dapat mengasah daya kritis mereka. Argumen tersebut dipertegas oleh Muhammad & Yolanda (2022); Sachdeva & Eggen (2021) yang menyatakan bahwa matematika merupakan salah satu aspek penting sebagai mata pelajaran pada berbagai tingkat Pendidikan di seluruh dunia. Pendidikan matematika memiliki peran vital dalam mendidik anak-anak untuk menjadi makhluk berpikir kritis, bertanggung jawab dan kooperatif bertindak dalam masyarakat.…”