Izvorni znanstveni članak
https://doi.org/10.15516/cje.v18i1.1325
The Influence of Content on the Development of Students' Critical Thinking in the Initial Teaching of Mathematics
Sanja Maričić
; Teacher Training Faculty in Užice, University of Kragujevac
Krstivoje Špijunović
; Teacher Training Faculty in Užice, University of Kragujevac
Bojan Lazić
; Faculty of Education in Sombor, University of Novi Sad
Sažetak
This paper points out the importance of developing critical thinking in the initial teaching of mathematics and highlights some of the problems associated with its realization. In this context, the authors draw attention to the definition of critical thinking and the role of content (tasks) in its development. Starting from the specificity of initial teaching of mathematics and students' age, critical thinking is operationalized through specific skills (formulation of the problem, reformulation of the problem, evaluation, sensitivity to the problems), that become apparent in work with mathematical content. On a sample of 246 students (9.5–10.4 years old), an experimental study (experiment with parallel groups) was organized in order to examine whether, with the selection of appropriate content (tasks), critical thinking in the initial teaching of mathematics can be developed. The results show that, with the appropriate choice of content, students' critical thinking, viewed as a whole, can be developed and that, in that process, we can significantly influence the development of each of its skills (formulation of the problem, reformulation of the problem, evaluation, sensitivity to the problems).
Ključne riječi
evaluation; formulation of the problem; mathematics; reformulation of the problem; task
Hrčak ID:
155469
URI
Datum izdavanja:
30.3.2016.
Posjeta: 2.684 *