Teaching critical thinking in mathematics using alternative strategies in Thailand
- Publication Type:
- Thesis
- Issue Date:
- 2006
Closed Access
Filename | Description | Size | |||
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01Front.pdf | contents and abstract | 516.47 kB | |||
02Whole.pdf | thesis | 8.99 MB |
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NO FULL TEXT AVAILABLE. Access is restricted indefinitely. ---- The purpose of this study was to develop alternative teaching strategies
to teach critical thinking skills to university undergraduates. The research was
carried out using Computer Assisted Instruction (CAI) and Cooperative
Learning to teach critical thinking skills in Mathematics with first year students
at Suan Sunantha Rajabhat University (SSRU) in Thailand. One hundred and
twenty volunteer students aged 17-20 years were randomly selected, from
students enrolled for the first time. They were randomly assigned to Traditional,
CAI, and Cooperative groups using their Grade Point Averages (GPA), and
reallocated to ensure approximately equal gender representation in Traditional,
CAI, and Cooperative groups. The design of this study was described as a quasi
experiment with three consecutive treatments (Critical Thinking, Mathematical
Thinking, and Logic and Reasoning sessions).
Data were collected by two parallel forms of pre-test, post-test for
General Skills Test (GST), Critical Thinking Test (CT), Mathematical Thinking
(MT), Logic and Reasoning Test (LR). A quantitative approach was used to
investigate the research question. Qualitative data was accumulated from
students' attitudes, interviews, and diaries. It was revealed that the gain score on
GST of the Cooperative Learning group was significant and the gain on CT of
the CAI group was also significant. Significant gains were also found in all three
groups on the Logic and Reasoning. However, the differences of gains among
the three groups were not statistically significant.
This study was intended to be the beginning step of searching for new
educational strategies. It would be beneficial to those looking for alternative
strategies in teaching Critical Thinking in Mathematics.
For further investigation, a longer period of study should be considered
due to the fact that both teachers and students were not familiar with the new
procedures. It is anticipated that with more practice, significant differences may
occur. Basic training for the essential skills used in the alternative learning
approaches should be included for those who do not have prior experience.
The alternative strategies used in this study produced greater gains than
the traditional course but the gains between the different teaching methods were
not quite statistically significant. An important feature of the research was that
the alternative strategies did not result in a lower performance.
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