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Creating a disposition for critical thinking in the mathematics classroom.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Kriel, Christo Willem |
| Copyright Year | 2013 |
| Abstract | It has become almost common place to talk about the knowledge explosion and the information economy, but if we take a moment to reflect about what this means we should realise that the advancement in technology and knowledge demands new mathematics to be developed to work at the extremes of research. Not only that – Critical Thinking is one of the key skills in this ever-changing world. In this paper an argument is made for the creation of disruptive spaces in the undergraduate mathematics classroom that should lead to instilling a critical disposition in our students. This is based on research by Facione et al that shows that a distinction should be made between the activity of critical thinking and the component skills that fall under it. A characterisation of such possible disruptive spaces is made, drawing on the South African context as well as a brief characterisation of first year engineering mathematics students at the University of the Witwatersrand, as well as the mathematical skills and disposition towards mathematics with which they leave school. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.sasee.org.za/cms/wp-content/uploads/2014/06/8.-Creating-a-disposition-for-critical-thinking-in-the-mathematics-classroom.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
