Critical thinking on mathematics in higher education: two experiences

Abstract

Critical thinking (CT) helps us to distinguish between good and bad arguments, to recognize information that has value from that which is essential, to find well-founded conclusions, to create alternatives, to improve communication and, finally, to have our own thinking and acting accordingly.

Mathematics makes it possible to reinforce CT as it develops a constant search for truth through precise and exact techniques. Besides the active, collaborative and participative methodologies of learning, the uses of information and communication technologies enhance a set of advantages at the pedagogical level, namely the GeoGebra and Socrative at CT.

The participants in this study were undergraduate students of Business Management and postgraduate students of Pre-service Teachers from two Portuguese public higher education institutions. The aim of the study is to investigate students in problem solving on sequences and geometry reasoning and the CT skills and dispositions (truth seeking, creativity, inquisitiveness) developed or not.

Qualitative data findings have suggested that students exhibit CT skills and dispositions for arithmetic and geometric sequences. Another result, the study identified issues dealing with geometric constructions through a dynamic geometry system (DGS), they found it was easier to solve problems with “pencil and paper” instead of using DGS