Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Research article    |    Open Access
Educational Policy Analysis and Strategic Research 2025, Vol. 20(4) 7-28

Critical Thinking as a Pedagogical Tool: Insights from Elementary Mathematics Teachers

Fatma Erdoğan, Betül Koçyigit

pp. 7 - 28

Publish Date: December 31, 2025  |   Single/Total View: 0/0   |   Single/Total Download: 0/0

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Abstract

Critical thinking (CT) emerges as a fundamental higher-order thinking skill in mathematics education. Teachers’ beliefs, perceptions, and definitions regarding CT shape their classroom practices and directly influence students’ levels of CT. The aim of this study is to examine in depth mathematics teachers’ perceptions of CT, the reflections of these perceptions in their instructional processes, and the meanings constructed in their experiences related to the phenomenon of CT. Design of the study was descriptive phenomenology. The participants consisted of 25 elementary mathematics teachers. As data collection tools, a personal information form and a semi-structured interview form were used to identify the participants’ experiences concerning CT. The data obtained through the semi-structured interviews were analyzed using inductive thematic analysis. According to the findings, teachers primarily defined CT as involving questioning, analysis, independent decision-making, and generating alternatives, while metacognitive and affective aspects were less emphasized. CT was seen as essential for moving beyond rote learning and promoting creative problem-solving. Teachers reported that discussion, open-ended questions, and real-life connections fostered CT, though time limits, low motivation, and inadequate assessment tools posed challenges. Using rubrics and materials was noted to ease assessment, with CT viewed as a skill that develops over time.

Keywords: Critical thinking, K-12 teachers, mathematics teachers, higher-order thinking skills.

How to Cite this Article?

APA 7th edition
Erdogan, F., & Kocyigit, B. (2025). Critical Thinking as a Pedagogical Tool: Insights from Elementary Mathematics Teachers. Educational Policy Analysis and Strategic Research, 20(4), 7-28.

Harvard
Erdogan, F. and Kocyigit, B. (2025). Critical Thinking as a Pedagogical Tool: Insights from Elementary Mathematics Teachers. Educational Policy Analysis and Strategic Research, 20(4), pp. 7-28.

Chicago 16th edition
Erdogan, Fatma and Betul Kocyigit (2025). "Critical Thinking as a Pedagogical Tool: Insights from Elementary Mathematics Teachers". Educational Policy Analysis and Strategic Research 20 (4):7-28.

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