id: 06140189
dt: a
an: 2013b.00330
au: Aizikovitsh, Einav; Amit, Miriam
ti: An innovative model for developing critical thinking skills through
mathematical education.
so: Paditz, Ludwig (ed.) et al., Proceedings of the 10th international
conference “Models in Developing Mathematics Education”, Dresden,
Saxony, Germany, September 11‒17, 2009. Dresden: Hochschule für
Technik und Wirtschaft (ISBN 83-919465-9-2). 19-22 (2009).
py: 2009
pu: Dresden: Hochschule für Technik und Wirtschaft
la: EN
cc: D30 C30
ut: critical thinking; goals of mathematics education; general education; case
study
ci:
li:
ab: Summary: In a challenging and constantly changing world, students are
required to develop advanced thinking skills such as critical
systematic thinking, decision making and problem solving. This
challenge requires developing critical thinking abilities which are
essential in unfamiliar situations. A central component in current
reforms in mathematics and science studies worldwide is the transition
from the traditional dominant instruction which focuses on algorithmic
cognitive skills towards higher order cognitive skills. The transition
includes, a component of scientific inquiry, learning science from the
student’s personal, environmental and social contexts and the
integration of critical thinking. The planning and implementation of
learning strategies that encourage first order thinking among students
is not a simple task. In an attempt to put the importance of this
transition in mathematical education to a test, we propose a new method
for mathematical instruction based on the infusion approach put forward
by {\it R. Swartz} [“Critical thinking, the curriculum, and the
problem of transfer", in: D. Perkins (ed.) et al., Thinking: the second
international conference. Hillsdale, NJ: Lawrence Erlbaum, 261‒284
(1992)]. In fact, the model is derived from two additional theories,
that of Ennis (1989) and of Libermann and Tversky (2001). Union of the
two latter is suggested by the infusion theory. The model consists of a
learning unit (30 hours) that focuses primarily on statistics every day
life situations, and implemented in an interactive and supportive
environment. It was applied to mathematically gifted youth of the
Kidumatica project at Ben Gurion University. Among the instructed
subjects were bidimensional charts, Bayes law and conditional
probability; Critical thinking skills such as raising questions,
seeking for alternatives and doubting were evaluated. We used Cornell
tests to confirm that our students developed critical thinking skills.
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