The contribution of critical thinking skills in rich mathematical problem completion: Insights from pre-service mathematics teachers
Agustiani Putri 1 , Toto Nusantara 1 * , Purwanto 1 , Abdur Rahman As’ari 1
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1 Department of Mathematics, Faculty of Mathematics and Science, Universitas Negeri Malang, Malang, INDONESIA* Corresponding Author

Abstract

A narrow understanding of critical thinking challenges pre-service mathematics teachers to recognize situations that need critical thinking in problem-solving, remove errors in the formulation of mathematical problems due to unsupervised modification of data, and view content as a stimulus for critical thinking. This study aims to reveal how they perceive the extent to which rich mathematical problems require the contribution of critical thinking skills in their completion. We adopted grounded theory to locate the common trends of their perceptual following open, axial, and selective coding. Data saturation stemmed from the participation of 19 pre-service mathematics teachers through an in-depth interview session. Each pre-service mathematics teacher successfully recognized the application of at least two critical thinking skills in rich mathematical problem completion. The lack of understanding of critical thinking skills led them to focus on information as the catalyst for interpretation, while the question serves as the catalyst for evaluation and inference. They exhibited their involvement in critical thinking through questioning and discussion.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 2, February 2025, Article No: em2581

https://doi.org/10.29333/ejmste/15931

Publication date: 07 Feb 2025

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