Evidence of Young Students' Critical Mathematical Thinking
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| Title: | Evidence of Young Students' Critical Mathematical Thinking |
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| Language: | English |
| Authors: | Monteleone, Chrissy, Miller, Jodie, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2023. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education |
| Descriptors: | Critical Thinking, Thinking Skills, Mathematics Skills, Mathematics Instruction, Elementary School Students, Student Attitudes, Kindergarten, Task Analysis, Piagetian Theory, Developmental Tasks, Mathematical Concepts, Concept Formation |
| Abstract: | In this study, the authors investigate the ways in which young students demonstrate their critical mathematical thinking (CMT). Students aged 5-6 who are beginning their first formal year of education participated in the study. Data is presented from individual clinical interviews undertaken with 16 students. These interviews were analysed using the Critical Mathematical Thinking for Young Students (CMTFYS) framework to identify common patterns in the responses. The findings suggest that these young students beginning school, most often rely on providing explanations and more specifically, justifying, to demonstrate their CMT. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED631559 |
| Database: | ERIC |
| Abstract: | In this study, the authors investigate the ways in which young students demonstrate their critical mathematical thinking (CMT). Students aged 5-6 who are beginning their first formal year of education participated in the study. Data is presented from individual clinical interviews undertaken with 16 students. These interviews were analysed using the Critical Mathematical Thinking for Young Students (CMTFYS) framework to identify common patterns in the responses. The findings suggest that these young students beginning school, most often rely on providing explanations and more specifically, justifying, to demonstrate their CMT. |
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