Critical Thinking as a Pedagogical Tool: Insights from Elementary Mathematics Teachers
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| Title: | Critical Thinking as a Pedagogical Tool: Insights from Elementary Mathematics Teachers |
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| Language: | English |
| Authors: | Fatma Erdogan (ORCID |
| Source: | Educational Policy Analysis and Strategic Research. 2025 20(4):7-28. |
| Availability: | International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://epasr.inased.org/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Critical Thinking, Mathematics Teachers, Thinking Skills, Mathematics Instruction, Elementary School Teachers, Teacher Attitudes, Definitions, Discussion (Teaching Technique), Questioning Techniques, Relevance (Education), Barriers, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 1949-4270 1949-4289 |
| Abstract: | Critical thinking (CT) emerges as a fundamental higher-order thinking skill in mathematics education. Teachers' beliefs, perceptions, and definitions regarding CT shape their classroom practices and directly influence students' levels of CT. This study aims to examine in depth mathematics teachers' perceptions of CT, the reflections of these perceptions in their instructional processes, and the meanings constructed in their experiences related to the phenomenon of CT. Design of the study was descriptive phenomenology. The participants consisted of 25 elementary mathematics teachers. As data collection tools, a personal information form and a semi-structured interview form were used to identify the participants' experiences concerning CT. The data obtained through the semi-structured interviews were analyzed using inductive thematic analysis. According to the findings, teachers primarily defined CT as involving questioning, analysis, independent decision-making, and generating alternatives, while metacognitive and affective aspects were less emphasized. CT was considered essential for moving beyond rote learning and for promoting creative problem-solving. Teachers reported that discussion, open-ended questions, and real-life connections fostered CT, though time limits, low motivation, and inadequate assessment tools posed challenges. The use of rubrics and materials was noted to facilitate assessment, with CT viewed as a skill that develops over time. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493894 |
| Database: | ERIC |
| Abstract: | Critical thinking (CT) emerges as a fundamental higher-order thinking skill in mathematics education. Teachers' beliefs, perceptions, and definitions regarding CT shape their classroom practices and directly influence students' levels of CT. This study aims to examine in depth mathematics teachers' perceptions of CT, the reflections of these perceptions in their instructional processes, and the meanings constructed in their experiences related to the phenomenon of CT. Design of the study was descriptive phenomenology. The participants consisted of 25 elementary mathematics teachers. As data collection tools, a personal information form and a semi-structured interview form were used to identify the participants' experiences concerning CT. The data obtained through the semi-structured interviews were analyzed using inductive thematic analysis. According to the findings, teachers primarily defined CT as involving questioning, analysis, independent decision-making, and generating alternatives, while metacognitive and affective aspects were less emphasized. CT was considered essential for moving beyond rote learning and for promoting creative problem-solving. Teachers reported that discussion, open-ended questions, and real-life connections fostered CT, though time limits, low motivation, and inadequate assessment tools posed challenges. The use of rubrics and materials was noted to facilitate assessment, with CT viewed as a skill that develops over time. |
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| ISSN: | 1949-4270 1949-4289 |
