Conceptualising Critical Mathematical Thinking in Young Students

Autor/inn/en	Monteleone, Chrissy; Miller, Jodie; Warren, Elizabeth
Titel	Conceptualising Critical Mathematical Thinking in Young Students
Quelle	In: Mathematics Education Research Journal, 35 (2023) 2, S.339-359 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monteleone, Chrissy) ORCID (Miller, Jodie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-023-00445-1
Schlagwörter	Critical Thinking; Mathematics Education; Young Children; Mathematics Skills + Suchen Sie Ihr Suchwort? Kritisches Denken; Mathematische Bildung; Frühe Kindheit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01