International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Learners’ Critical Thinking About Learning Mathematics
APA
In-text citation: (Sachdeva & Eggen, 2021)
Reference: Sachdeva, S., & Eggen, P.-O. (2021). Learners’ Critical Thinking About Learning Mathematics. International Electronic Journal of Mathematics Education, 16(3), em0644. https://doi.org/10.29333/iejme/11003
AMA
In-text citation: (1), (2), (3), etc.
Reference: Sachdeva S, Eggen PO. Learners’ Critical Thinking About Learning Mathematics. INT ELECT J MATH ED. 2021;16(3), em0644. https://doi.org/10.29333/iejme/11003
Chicago
In-text citation: (Sachdeva and Eggen, 2021)
Reference: Sachdeva, Shipra, and Per-Odd Eggen. "Learners’ Critical Thinking About Learning Mathematics". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0644. https://doi.org/10.29333/iejme/11003
Harvard
In-text citation: (Sachdeva and Eggen, 2021)
Reference: Sachdeva, S., and Eggen, P.-O. (2021). Learners’ Critical Thinking About Learning Mathematics. International Electronic Journal of Mathematics Education, 16(3), em0644. https://doi.org/10.29333/iejme/11003
MLA
In-text citation: (Sachdeva and Eggen, 2021)
Reference: Sachdeva, Shipra et al. "Learners’ Critical Thinking About Learning Mathematics". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0644. https://doi.org/10.29333/iejme/11003
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Sachdeva S, Eggen PO. Learners’ Critical Thinking About Learning Mathematics. INT ELECT J MATH ED. 2021;16(3):em0644. https://doi.org/10.29333/iejme/11003

Abstract

Developing critical thinking practices among young learners through mathematics education is a topic of attention for mathematics education research community. Learners’ critical thinking concerning cognitive and social aspects of their mathematics education have been explored in several research studies. However, learners’ critical thinking concerning their personal beliefs about their mathematics learning process have not received much consideration. In this paper, learners’ practice with thinking critically about and their potential to suggest changes in their mathematics learning process is explored based on their expressed beliefs about learning mathematics. Learners of eighth and ninth grade in two Norwegian schools responded to a questionnaire and were interviewed to gather their opinions concerning their mathematics learning process. Data analysis indicates that learners seldom think critically, and hold inconsistent beliefs about mathematics and its learning process. Moreover, they struggle to observe their own beliefs critically, and hesitate in suggesting alternatives to make learning mathematics meaningful for them. Consequently, learners’ critical attitude towards their mathematics learning process and their personal beliefs in order to gain a meta-perspective of their learning contexts does not seem to be evolving effectively. However, if learners are encouraged to think critically about mathematics education, their potential of contributing to improve their mathematics learning process becomes visible. We recommend that young learners get training in and are encouraged to think critically about their mathematics learning process so that they are equipped to make reflected choices related to learning mathematics in their personal lives.

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