Conceptualising critical mathematical thinking in young students

被引：3
|
作者：
Monteleone, Chrissy [1 ]
Miller, Jodie [2 ]
Warren, Elizabeth [2 ]
机构：
[1] Australian Catholic Univ, Sydney, NSW, Australia
[2] Univ Queensland, Brisbane, QLD, Australia
来源：
MATHEMATICS EDUCATION RESEARCH JOURNAL | 2023年 / 35卷 / 02期
关键词：
Critical thinking; Mathematical thinking; Critical mathematical thinking; Early years; TEACHERS; INSIGHTS; CHILDREN;
D O I：
10.1007/s13394-023-00445-1
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
International curriculum and policy directions have called to embed critical thinking across discipline areas including mathematics; however, conceptually, this is under-theorised and under-researched in the field of mathematics education. This paper presents the conceptualisation of critical mathematical thinking (CMT) and the application of a literature informed conceptual framework; in particular, it examines what CMT capabilities young students exhibit as they enter formal schooling. We present the findings from one-on-one task-based interviews, undertaken with 16 young students (aged 5-6) as a means to investigate their CMT capabilities and refine the CMT framework. The interview data were analysed using the new critical mathematical thinking conceptual framework. The data confirms the definition and understanding of CMT in young students, indicating a need for curriculum refinement, improved teaching practices, and further research in this area.
引用
收藏
页码：339 / 359
页数：21
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