Conceptualising critical mathematical thinking in young students

Journal article

Monteleone, Chrissoula, Miller, Jodie and Warren, Elizabeth. (2023). Conceptualising critical mathematical thinking in young students. Mathematics Education Research Journal. 35(2), pp. 339-359. https://doi.org/10.1007/s13394-023-00445-1
AuthorsMonteleone, Chrissoula, Miller, Jodie and Warren, Elizabeth
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.

Keywordscritical thinking; mathematical thinking; critical mathematical thinking; early years
Year2023
JournalMathematics Education Research Journal
Journal citation35 (2), pp. 339-359
PublisherSpringer
ISSN1033-2170
Digital Object Identifier (DOI)https://doi.org/10.1007/s13394-023-00445-1
Scopus EID2-s2.0-85147585722
Open accessPublished as ‘gold’ (paid) open access
Page range339-359
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online08 Feb 2023
Publication process dates
Accepted23 Jan 2023
Deposited04 Aug 2023
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