Conceptualising critical mathematical thinking in young students
Chrissy Monteleone, Jodie Miller, Elizabeth Warren
Source record
Source: Crossref
Published: Feb 8, 2023
DOI: 10.1007/s13394-023-00445-1
Open original source ↗Source abstract
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.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.