Enhancing critical thinking in pre-service mathematics teachers: bridging procedural fluency and conceptual understanding
Enhancing critical thinking in pre-service mathematics teachers: bridging procedural fluency and conceptual understanding

Summary/Abstract: This paper explores the critical importance of developing critical thinking skills in pre-service mathematics teachers, focusing on their ability to evaluate mathematical problems holistically. The study focuses on a specific task used in a problem-solving strategies course, where pre-service teachers analysed a problem solved in two ways that led to opposite outcomes. Despite identifying algebraic discrepancies, the teachers frequently overlooked logical structures and problem constraints, underscoring a gap in their critical thinking abilities. The findings reveal a persistent emphasis on procedural correctness over conceptual understanding and logical coherence. This tendency highlights the need for a balanced approach to problem-solving that incorporates both procedural fluency and critical and strategic competence. The paper argues for the integration of tasks that challenge pre-service teachers to verify the validity of solutions within given constraints, fostering a more comprehensive understanding of mathematical problem-solving. Additionally, the study emphasizes the role of reflective practice in enhancing critical thinking skills. Encouraging pre-service teachers to reflect on their problem-solving processes can lead to improved self-awareness and better instructional strategies. The paper concludes with recommendations for teacher education programs to adopt a holistic approach to developing critical thinking, ultimately preparing future teachers to foster these essential skills in their students.

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