Relationship Between Computational and Critical Thinking Towards Modelling Competency Among Pre-Service Mathematics Teachers

Abstract

Participation in modelling activities significantly facilitates the development of mathematical skills. By utilizing the concept of mathematical modelling, students may be able to develop a more grounded understanding of mathematics. The objective of this research was to explore how computational thinking and critical thinking are connected to the mathematical modelling proficiency of pre-service teachers. Correlational quantitative research was conducted on 140 pre-service mathematics teachers from the Institute of Teacher Education, Penang and the Institute of Teacher Education, Ipoh, using a correlational research design. Using cluster random sampling, the Institute of Teacher Education was selected at random. The results revealed that pre-service mathematics teachers exhibited a strong aptitude for computational and critical thinking, but demonstrated a limited level of proficiency in mathematical modelling. In terms of modelling proficiency, the results indicated a significant correlation between computational thinking and critical thinking.The findings from this research demonstrated a significant correlation between critical thinking, computational thinking, and proficiency in modelling. Therefore, computational thinking and critical thinking improve prospective mathematics teachers' modelling skills.

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