Students' mathematical critical thinking skill: An exploration case study when using argumentation-based learning
DOI:
https://doi.org/10.58524/jasme.v%25vi%25i.547Keywords:
Exploration Student Mathematical Critical Thinking Skill Argumentation-Based LearningAbstract
Background: Critical thinking skills are essential in addressing the learning challenges faced by students in the 21st century. To foster these skills effectively, it is necessary to adopt specific instructional approaches that enhance students’ mathematical critical thinking within the classroom setting.
Aims: This study aims to investigate students’ critical thinking abilities in mathematics during the implementation of the Argumentation-Based Learning Process (ABLP) in classroom instruction.
Methods: A qualitative case study design was employed, involving 30 eighth-grade students from an A-accredited school in Indonesia. Data sources included ABLP-based worksheets, audio recordings of student group discussions, and interview transcripts. The collected data were analyzed using a triangulation strategy to ensure accuracy, and peer reviews were conducted to validate the findings. The analysis focused on identifying indicators of critical thinking skills at each stage of the ABLP model.
Results: The results show that students demonstrated various levels of critical thinking throughout the ABLP stages. However, not all students consistently met the predetermined indicators at each stage of the process. Despite these variations, the findings suggest that ABLP can be an effective pedagogical approach to foster students’ critical thinking in mathematics.
Conclusion: This study concludes that ABLP offers meaningful opportunities for students to develop critical mathematical thinking and should be considered as a strategy in mathematics instruction.
References
Akbaş, Y. (2021). The Effects of Argumentation-Based Teaching Approach on Students’ Critical Thinking Disposition and Argumentation Skills: “Population in Our Country Unit.” International Journal of Psychology and Educational Studies, 8(1), 51–74. https://doi.org/10.17220/ijpes.2021.8.1.195
Alihodžić, B., Atanasova-Pachemska, T., & Nesimović, S. (2024). Attitudes of high school students towards visualization of mathematical content. International Electronic Journal of Mathematics Education, 19(2), em0770. https://doi.org/10.29333/iejme/14246
Alt, D., & Kapshuk, Y. (2022). Argumentation-Based Learning with Digital Concept Mapping and College Students’ Epistemic Beliefs. Learning Environments Research, 25(3), 687–706. https://doi.org/10.1007/s10984-021-09385-8
Amanda, F. F., Sumitro, . S. B., Lestari, S. R., & Ibrohim, I. (2023). The Correlation of Critical Thinking and Concept Mastery to Problem-solving Skills: The Role of Complexity Science-Problem Based Learning Model. Pedagogika, 146(2), 80–94. https://doi.org/10.15823/p.2022.146.4.
Antonio, R. P., & Prudente, M. S. (2021). Metacognitive Argument-Driven Inquiry in Teaching Antimicrobial Resistance: Effects on Students’ Conceptual Understanding and Argumentation Skills. Journal of Turkish Science Education, 18(2), 192–217. https://doi.org/10.36681/tused.2021.60
Anupan, A., & Chimmalee, B. (2024). Analysis of undergraduate students’ metacognitive ability in mathematical problem-solving using cloud classroom blended learning. Anatolian Journal of Education, 9(1), 1-18. https://doi.org/10.29333/aje.2024.911a
Barker & Do, R. (2023). Examining Engineering Students’ Ability to Interpret Information by The Usage of The Students’ Critical Thinking Skills and Cognitive Load. Dissertations. https://eric.ed.gov/?q=critical+thinking&ff1=pubDissertations%2FTheses+-+Doctoral+Dissertations&id=ED635292
Baş, M., & Bolat, Y. (2022). The Impact of Cognitive Competence on Critical Thinking Skills: an Educational Science Study with School Counsellors. Education Quarterly Reviews, 5(4). https://doi.org/10.31014/aior.1993.05.04.605
Baş, Ö., & Sevim, S. (2020). The Effect of Argumentation-Based Learning Environments on Pre-service Science Teachers' Conceptual Understanding and Decision Making Styles. Higher Education Studies, 10(2), 66. https://doi.org/10.5539/hes.v10n2p66
Beck, K.E., Shumway, J.F., Shehzad, U., Clarke-Midura, J., & Recker, M. (2024). Facilitating mathematics and computer science connections: A cross-curricular approach. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(1), 85-98. https://doi.org/10.46328/ijemst.3104
Brewster, B. J., & Miller, T. (2023). Reflections on mathematics ability, anxiety, and interventions. International Electronic Journal of Mathematics Education, 18(2), em0729. https://doi.org/10.29333/iejme/12822
Buphate, T., & Esteban, R. H. (2022). Language Education and Acquisition Research Network Using Ideation Discussion Activities in Design Thinking to Develop EFL Students’ Speaking and Critical Thinking Abilities. Journal Language Education and Acquisition Research Network, 15(1). https://so04.tci-thaijo.org/index.php/LEARN/index
Caviedes, S., de Gamboa, G., & Badillo, E. (2023). Preservice teachers’ knowledge mobilized in solving area tasks. Journal on Mathematics Education, 14(1), 35-54. http://doi.org/10.22342/jme.v14i1.pp35-54
Colonnese, M.W., & Casto, A.R. (2023). Analysis of Pre-service Teachers’ Written Mathematical Reasoning. Mathematics Teacher Education and Development 25(1), 23–42. https://mted.merga.net.au/index.php/mted/article/view/692
Demiray, E., Işıksal-Bostan, M., & Saygı, E., (2023). Components of collective argumentation in geometric construction tasks. Turkish Journal of Education, 12(1), 50-71. https://doi.org/10.19128/turje.1176981
Demircioglu, T., Karakus, M., & Ucar, S. (2022). The Impact of Augmented Reality-Based Argumentation Activities on Middle School Students’ Academic Achievement and Motivation in Science Classes. The Asian Institute of Research Education Quarterly Reviews, 5(2), 22–34. https://doi.org/10.31014/aior.1993.05.02.464
Demircioglu, T., Karakus, M., & Ucar, S. (2023). Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes. Science and Education, 32(4), 1165–1195. https://doi.org/10.1007/s11191-022-00369-5
Ennis, R.H. (1996). Critical Thinking. New Jersey: Prentice-Hall Inc.
Fatmanissa, N., Yuli Eko Siswono, T., Lukito, A., Budi Rahaju, E., & Ismail, I. (2023). Collaborative Problem-Solving in Mathematics: A Systematic Literature Review. Pedagogika, 148(4), 45–65. https://doi.org/10.15823/p.2022.148.3
Fettahlıoğlu, P., & Aydoğdu, M. (2020). Developing Environmentally Responsible Behaviours Through the Implementation of Argumentation- and Problem-Based Learning Models. Research in Science Education, 50(3), 987–1025. https://doi.org/10.1007/s11165-018-9720-0
Gunes Uzun, A. (2024). The development of mathematical argumentation: A case study on two mathematics classrooms. International Electronic Journal of Mathematics Education, 19(2), em0778. https://doi.org/10.29333/iejme/14581
Hasan, M., Arisah, N., Supatminingsih, T., Imam Ma’ruf, M., Aini, F. H., & Nurdiana, N. (2023). Project-Based Learning in Economics Learning: Can it Improve 21st Century Skills Through Online Learning?. Pedagogika, 152(4), 5–27. https://doi.org/10.15823/p.2023.152.1
Huang, X., & Chang, Y.-C. (2022). Critical Thinking Instruction Incorporated in Cross-Cultural Communication Course Design: A Needs Analysis Report Based on Voices of Chinese International College Undergraduates. Journal of Education and Learning, 12(1), 40. https://doi.org/10.5539/jel.v12n1p40
Iman, J. N., & Angraini, N. (2019). Discussion Task Model in EFL Classroom: EFL Learners’ Perception, Oral Proficiency, and Critical Thinking Achievements. Pedagogika, 133(1), 43–32. https://doi.org/10.15823/p.2019.133.3
Jacinto, H., & Carreira, S. (2023). Knowledge for teaching mathematical problem-solving with technology: An exploratory study of a mathematics teacher’s proficiency. European Journal of Science and Mathematics Education, 11(1), 105122. https://doi.org/10.30935/scimath/12464
Kaya, D., & Keşan, C. (2023). The connection of mathematics with real-life situations: Preservice elementary mathematics teachers' perceptions of creating and evaluating story problems. International Online Journal of Primary Education (IOJPE), 12(2), 118-135. https://doi.org/10.55020/iojpe.1135191
Kusaeri, K., & Aditomo, A. (2019). Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-service Teachers. International Journal of Instruction, 12(1), 573–590, doi: 10.29333/iji.2019.12137a.
Lantian, A., Bagneux, V., Delouvée, S., & Gauvrit, N. (2021). Maybe a free thinker but not a critical one: High conspiracy belief is associated with low critical thinking ability. Applied Cognitive Psychology, 35(3), 674–684. https://doi.org/10.1002/acp.3790
Marthaliakirana, A. D., Suwono, H., Saefi, M., & Gofur, A. (2022). Problem-based learning with metacognitive prompts for enhancing argumentation and critical thinking of secondary school students. Eurasia Journal of Mathematics, Science and Technology Education, 18(9). https://doi.org/10.29333/ejmste/12304
Mastnak, A., Valenčič Zuljan, M., & Magajna, Z. (2023). Self-Assessment by Self-Questioning in the Instructional and Practical Phases of Mathematics Learning. Pedagogika, 149(1), 163–184. https://doi.org/10.15823/p.2023.149.8
Meena, D., & Lakshmi, Y.V. (2023). Exploring the Less Explored Intelligences of Schools Teachers. Satraachee, 38(2), 110-122. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.cug.ac.in/pdf/annual_report/AR202324English.pdf
Monteleone, C., & Miller, J. (n.d.). Evidence of Young Students’ Critical Mathematical Thinking. MERGA.
Monteleone, C., Miller, J., & Warren, E. (2023). Conceptualising Critical Mathematical Thinking in Young Students. Mathematics Education Research Journal, 35(2), 339–359. https://doi.org/10.1007/s13394-023-00445-1
Monteleone, C., White, P., & Geiger, V. (2018). Defining the characteristics of critical mathematical thinking. Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia, 559–566. Auckland: MERGA.
Nasser, N., Khouzai, E.M.E., & Zahidi, A. (2021). Geometrical Optic Learning Difficulties for Moroccan Students During Secondary/University Transition. International Journal of Evaluation and Research in Education (IJERE), 10(1), pp. 24-34, DOI: 10.11591/ijere.v10i1.20639.
Negara, H.R.P., Santosa, F.H., & Siagian, M.D. (2024). Overview of Student’s Mathematics Reasoning Ability Based on Social Cognitive Learning and Mathematical Self-efficacy. Mathematics Teaching Research Journal Early Spring, 16(1), 121-142.
Nelisiwea, T., & Yu, K. (2024). What explains early numeracy achievement: A comparison of South Africa and China. Journal on Mathematics Education, 15(1), 277-294. http://doi.org/10.22342/jme.v15i1.pp277-294
Nursyahidah, F., & Albab, I. U. (2017). Investigating Student Difficulties on Integral Calculus Based on Critical Thinking Aspects. Jurnal Riset Pendidikan Matematika, 4(2), 2-11, doi: 10.21831/jrpm.v4i2.15507.
Özelma, E., & Seyhan, H. G. (2022). Effect of Argumentation Based Learning on Science Achievement and Argumentation Willingness: The Topic of “Particulate Nature of Matter” 44(2).
Petrulytė, A., Navaitienė, J., & Rimienė, V. (2020). The Relationships of Problem-Solving, Anger Expression and Control, Self-Reflection and Insight of Prospective and In-Service Teachers. Pedagogika, 139(3), 88–110. https://doi.org/10.15823/p.2020.139.5
Reuter, F. (2023). Explorative Mathematical Argumentation: a Theoretical Framework for Identifying and Analysing Argumentation Processes in Early Mathematics Learning. In Educational Studies in Mathematics,112(3), 415–435. Springer Science and Business Media B.V. https://doi.org/10.1007/s10649-022-10199-5
Rizos, I., & Gkrekas, N. (2023). Is there room for conjectures in mathematics? The role of dynamic geometry environments. European Journal, 11(4), 589-598. https://doi.org/10.30935/scimath/13204
Rushton, N., Majewska, D., & Shaw, S. (2024). How do approaches to curriculum mapping affect comparability claims? An analysis of mathematics curriculum content across two educational jurisdictions. Research Matters: A Cambridge University Press & Assessment publication, 37, 40–56. https://doi.org/10.17863/CAM.106032
Saidin, N. F., Halim, N. D. A., Yahaya, N., & Zulkifli, N. N. (2024). Enhancing Students’ Critical Thinking and Visualisation Skills Through Mobile Augmented Reality. Knowledge Management & E-Learning, 16(1), 1–41. https://doi.org/10.34105/j.kmel.2024.16.001
Sarıgöz, O. (2023a). Teaching the 21st Century Learning Skills with the Critical Thinking Technique Based on the Argumentation Method. Educational Policy Analysis and Strategic Research, 18(1), 196–218. https://doi.org/10.29329/epasr.2023.525.9
Seda, O. (2021). The Effect of a Cooperative Argumentation Model on Listening and Inquiey Skills and Aegument Levels. Psycho-Educational Research Reviews, 10(2), 351-272, https://www.journals.lapub.co.uk/index.php/PERR
Seifert, M., Harrington, M., & Michal, A.L., Shah, P. (2022). Causal theory error in college students’ understanding of science studies Colleen. Cognitive Research: Principles and Implications, 7(4), 1-22, https://doi.org/10.1186/s41235-021-00347-5
Shanta, S., & Wells, J. G. (2022). T/E Design Based Learning: Assessing Student Critical Thinking and Problem Solving Abilities. International Journal of Technology and Design Education, 32(1), 267–285. https://doi.org/10.1007/s10798-020-09608-8
Solar, H., Ortiz, A., Arriagada, V., & Deulofeu, J. (2022). Argumentative orchestration in the mathematical modelling cycle in the classroom. EURASIA Journal of Mathematics, Science and Technology Education, 18(8), 1-15. https://doi.org/10.29333/ejmste/12245
Suparman, S., & Juandi, D. (2023). Self-Efficacy and Mathematical Ability: A Meta-Analysis of Studies Conducted in Indonesia. Pedagogika, 147(3), 26–57. https://doi.org/10.15823/p.2022.147.2.
Susandi, A. D., Sa’dijah, C., As’ari, A. R., & Susiswo. (2019). What Error Happened to Inferences of Senior High School Students Using Mathematical Critical Thinking Ability? International Journal of Scientific & Technology Research, 8(9). www.ijstr.org
Susandi, A. D., Sa’dijah, C., As’ari, A. R., & Susiswo. (2019). Students’ Critical Ability of Mathematics Based on Cognitive Styles. Journal of Physics: Conference Series, 1315(1). https://doi.org/10.1088/1742-6596/1315/1/012018
Susandi, A.D, & Widyawati, S. (2022). Implementation of Realistic Mathematic Education (RME) Learning Model in Improving Critical Thinking Skills. Al-jabar: Jurnal Pendidikan Matematika, 13(2). http://ejournal.radenintan.ac.id/index.php/al-jabar/index
Susandi, A. D. (2018). Error Analysis on Prospective Teacher in Solving the Problem of Critical Thinking Mathematics with Apos Theory. Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017).
Susandi, A. D. (2021). Critical Thinking Skills of Students in Solving Mathematical Problem. Numerical: Jurnal Matematika dan Pendidikan Matematika, 5(2), 115–128. https://doi.org/10.25217/numerical.v5i2.1865
Susandi, A. D., Sa’dijah, C., As’ari, A. R., & Susiswo. (2022). Developing The M6 Learning Model to Improve Mathematic Critical Thinking Skills. Pedagogika, 145(1), 182–204. https://doi.org/10.15823/p.2022.145.11.
Taiwo, W.F., & IGE, O. A. (2023). Guided Discovery Instructional Strategy and Students’ Attainment in Financial Accounting Concepts. Pedagogika, 147(3), 147–163. https://doi.org/10.15823/p.2022.147.7
Tamah, S. M., Lie, A., Gozali, I., & Sari Hartanti, L. P. (2023). HOTS-Oriented TPACK Survey Validation. Pedagogika, 148(4), 184–206. https://doi.org/10.15823/p.2022.148.10.
Türk, G. E., & Seyhan, H. G. (2014). Evaluation of Pre-Service Science Teachers’ Conceptual Understandings on the Topic of “Colligative Properties” According to Walton Argument Model Component. In Journal of Education and Teaching (IOJET).
Tuysuz, M., & Tuzun, U. N. (2020). An Enrichment Workshop using Argumentation-Based Forensic Chemistry Activities to Improve the Critical Thinking of Gifted Students. Journal of Science Learning, 4(1), 91–100. https://doi.org/10.17509/jsl.v4i1.27570
Tüzün, Ü. N., Tuysuz, M., & Eyeyurt Turk, G. (2022). The Effect of Argumentation-Based Organic Chemistry Teaching on Students’ Argument Construction Skills. International Journal of Contemporary Educational Research, 8(2), 46–56. https://doi.org/10.33200/ijcer.816413
Umam, K., & Susandi, D. (2022). Critical Thinking Skills: Error Identifications on Students’ with APOS Theory. International Journal of Evaluation and Research in Education, 11(1), 182–192. https://doi.org/10.11591/ijere.v11i1.21171
Wang, Y. (2024). Development of undergraduate student's criticality in social sciences in higher education: A comparative study with socio-material perspective. International Journal Social and Educatio, 6(1), 85-102, https://doi.org/10.46328/ijonses.625
Yanti, Y. E., & Susilo, H. (2023). Learning Cycle-Inquiry Effect on Pre-Service Elementary Teachers’ Science Process Skills and Content Knowledge. Pedagogika, 152(4), 169–187. https://doi.org/10.15823/p.2023.152.9
Yefang, W., Secreerat, B.O., Songsiengchai, S., & Thongkumsuk, P. (2024). Development of an Instructional Model Based on Experiential Learning Theory and Six Thinking Hats to Improve the Critical Thinking Ability of Undergraduate Students. World Journal of Education, 14(1), 66-78, https://doi.org/10.5430/wje.v14n1p66.
Downloads
Published
Issue
Section
License
Authors who publish with Journal of Advanced Sciences and Mathematics Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Advanced Sciences and Mathematics Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
