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Critical Thinking in Mathematics Education

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Characteristics

Educational psychologists frame critical thinking (CT) as a set of generic thinking and reasoning skills, including a disposition for using them, as well as a commitment to using the outcomes of CT as a basis for decision-making and problem solving. In such descriptions, CT is established as a general standard for making judgments and decisions. Some descriptions of CT activities and skills include a sense for fairness and the assessment of practical consequences of decisions as characteristics of CT (e.g., Paul and Elder 2001). This assumes autonomous subjects who share a common frame of reference for representation of facts and ideas, for their communication, as well as for appropriate (morally “good”) action. Important is also the difference as to what extent a critical examination of the criteria for CT is included in the definition: If education for CT is conceptualized as instilling a belief in a more or less fixed and shared system of skills and criteria for...

Keywords

  • Logical thinking
  • Argumentation
  • Deductive reasoning
  • Mathematical problem solving
  • Critique
  • Mathematical literacy
  • Critical judgment
  • Goals of mathematics education

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Correspondence to Eva Jablonka .

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Jablonka, E. (2014). Critical Thinking in Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4978-8_35

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