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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
Language: English
Authors: Fatma Erdogan (ORCID 0000-0002-4498-8634), Betül Koçyigit (ORCID 0009-0002-7181-7387)
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
FullText Text:
  Availability: 0
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  Data: Critical Thinking as a Pedagogical Tool: Insights from Elementary Mathematics Teachers
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  Data: <searchLink fieldCode="AR" term="%22Fatma+Erdogan%22">Fatma Erdogan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4498-8634">0000-0002-4498-8634</externalLink>)<br /><searchLink fieldCode="AR" term="%22Betül+Koçyigit%22">Betül Koçyigit</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-7181-7387">0009-0002-7181-7387</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy+Analysis+and+Strategic+Research%22"><i>Educational Policy Analysis and Strategic Research</i></searchLink>. 2025 20(4):7-28.
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  Data: 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/
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  Data: 22
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 1949-4270<br />1949-4289
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1493894
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 7
    Subjects:
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Definitions
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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    Titles:
      – TitleFull: Critical Thinking as a Pedagogical Tool: Insights from Elementary Mathematics Teachers
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            NameFull: Fatma Erdogan
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            NameFull: Betül Koçyigit
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              M: 01
              Type: published
              Y: 2025
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