Abstract

Critical thinking is a learned skill that requires instruction and practice. Mathematics education instructors at both the secondary and post-secondary levels can enhance students’ critical thinking skills by (i) using instructional strategies that actively engage students in the learning process rather than relying on lecture and note memorization, (ii) focusing instruction on the process of learning rather than solely on the content, and (iii) using assessment techniques that provide students with an intellectual challenge rather than memory recall. Several barriers can impede critical thinking instruction. Lack of training, limited resources, biased preconceptions and time constraints conspire to negate learning environments that promote critical thinking. However, actively engaging students in project-based or collaborative activities can encourage students’ critical thinking development if instructors model the thinking process, use effective questioning techniques and guide students’ critical thinking processes. The examples provided challenge instructors to think of students as users of information rather than receivers of information. ‘It is possible to store the mind with a million facts and still be entirely uneducated.’’

Key words: Mathematics, problem solving skills, instructional strategies, critical thinking.