Experiences of Mathematics Teachers of a Test Preparation Center during Professional Development for Incorporating Critical Thinking Skills into Their Practice

Yıl 2024, Cilt: 13 Sayı: 3, 722 - 734, 31.07.2024

Yeşim İmamoğlu , Fatma Aslan-tutak , Gürsu Aşık , Beyza Oncar-ekiz

Öz

Higher order thinking skills have an important role in conceptual understanding of mathematics and development of these skills are often emphasized in mathematics curricula. In Turkey, with the new emphasis of higher order mathematical thinking skills in national high-stake university entrance exams as well as the curricula, teachers needed to change their instruction to address critical thinking, problem solving and reasoning both in schools and test-preparation centers. In the Turkish context, teachers in test preparation centers do not usually receive professional development. This study aimed to examine the experiences of 7 mathematics teachers working in a test preparation center during a professional development program for assessment, critical thinking and higher order mathematical thinking skills, to understand their perceptions of critical thinking and incorporation of it into instruction. Meetings with teachers were held two days a week, for 12 weeks to work on assessment and integration of these skills into instruction. Data was collected in three stages via individual semi-structured interviews and open-ended reflection questions. The findings reflect how participants were able to internalize the relationship between critical thinking and higher order thinking skills. Results suggest that integrating critical thinking and higher order thinking skills to an assessment focused professional development program allowed teachers to experience critical thinking process and engage in teaching critical thinking, in the socio-cultural context of test preparation centers.

Anahtar Kelimeler

critical thinking in mathematics education, higher order thinking skills, mathematics teacher education, professional development

Kaynakça

• Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314.
• Ary, D., Jacobs, L.C., Razavieh, A., & Sorenson, C. (2006). Introduction to research in education (7th ed.). Belmont, CA: Thompson & Wadsworth.  
• Beyer, B. K. (1995). Critical Thinking. Fastback 385. Bloomington, IN: Phi Delta Kappa Educational Foundation.
• Broadbear, J. (2003). Essential elements of lessons designed to promote critical thinking. Journal of the Scholarship of Teaching and Learning, 3(3), 1-8.
• Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE open, 4(1), 2158244014522633.
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
• Çelik, H. C., & Özdemir, F. (2020). Mathematical Thinking as a Predictor of Critical Thinking Dispositions of Pre-Service Mathematics Teachers. International Journal of Progressive Education, 16(4), 81-98.
• Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational researcher, 18(3), 4-10.
• Ennis, R.H. (1996). Critical thinking dispositions: Their nature and assessability. Informal logic, 18(2), 165-182.
• Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (executive summary). Millbrae, CA: The California Academic Press.
• Giorgi, A. P., & Giorgi, B. M. (2003). The descriptive phenomenological psychological method. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 243–273). American Psychological Association. https://doi.org/10.1037/10595-013
• Glaser, E. M. (1985). Educating for responsible citizenship in a democracy. National Forum 65(1): 24–27.
• Gürkaynak, İ., Üstel, F., & Gülgöz, S. (2008). Eleştirel düşünme [Critical Thinking]. Sabancı University Educational Reform Initiative.
• Halpern, D. F. (1996). Thought and knowledge: An introduction to critical thinking. New Jersey: Lawrence Erlbaum.
• Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455. https://doi.org/10.1037/0003-066X.53.4.449 
• Innabi, H., & Sheikh, O. E. (2007). The change in mathematics teachers' perceptions of critical thinking after 15 years of educational reform in Jordan. Educational Studies in Mathematics, 64(1), 45-68. 
• Matherson, L., & Windle, T. M. (2017). What do teachers want from their PD? Four emerging themes. Delta Kappa Gamma Bulletin, 83(3), 28. 
• Miri, B., David, BC. & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37, 353–369. https://doi.org/10.1007/s11165-006-9029-2
• Ministry of National Education (MoNE). (2018). Ortaöğretim matematik dersi (9, 10, 11 ve 12. sınıflar) öğretim programı [High school mathematics curriculum (9th, 10th, 11th, and 12th grades)]. Ankara: MoNE Board of Education and Discipline. Retrieved January 17, 2024 from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=343
• National Research Council. (2001). Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press. https://doi.org/10.17226/9822
• National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author. 
• Partnership for 21st century learning. (2019). Framework for 21st Century Learning. https://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf 
• Partnership for 21st century learning. (2011). P21 Common Core Toolkit: A Guide to Aligning the Common Core State Standards with the Framework for 21st Century Skills. https://files.eric.ed.gov/fulltext/ED543030.pdf 
• Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90.
• Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26-28.
• Sternberg, R. J. (1986). Critical thinking: Its nature, measurement, and improvement. Washington, DC.: National Institute of Education. Retrieved from http://eric.ed.gov/PDFS/ED272882.pdf
• Tunçer, E., & Sapancı, A. (2021). Ortaokul matematik öğretmenlerinin eleştirel düşünme eğilim ve uygulama algıları arasındaki ilişki [The Relationship between Critical Thinking Tendency and Practical Perceptions of Middle School Mathematics Teachers]. Asian Journal of Instruction, 9(2), 55-74. https://doi.org/10.47215/aji.1000040
• van Manen, M. (2023). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Taylor & Francis.