CHAPTER 6: DISCUSSION OF FINDINGS
6.3 How are critical thinking skills taught to young learners?
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from this particular research study that age difference does not affect the development of young learners’ critical thinking skills until such a time when they are at secondary school.
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skills. However, through analysis of video records very little was done by teachers to stimulate critical thinking skills in young learners. Some of the teachers used story sums to stimulate young learners’ critical thinking skills and improved mathematical literacy in the learners since the story sums were based on day to day experiences.
The finding of the present research study is also in line with a study conducted in Thailand by Thaiposri and Wannapiroon (2015).The two established that teachers in Thailand spark learners’
interests and curiosity by using short activities or examples that link to prior knowledge in which they may analyse interpret and draw conclusions. In line with the aforementioned research study, Zane (2013) agrees that accustoming young learners to think critically needs a conscious and planned effort where the teacher integrates appropriate models in the teaching process for the improvement of critical thinking. Similarly, Amineh and Davatgiri (2015) assert that social constructivism stresses the importance of learners’ social interaction with knowledgeable others with the assistance of the teacher. In the constructivist approach, in teaching critical thinking skills to young learners teachers are more of facilitators and regard every learner as an integral part of the teaching process.
Additionally, it was noted during lesson observations in this particular research study that activities employed by teachers during mathematics lessons did not make use of stimulating teaching resources in assisting young learners to think critically so as to improve their mathematical literacy.
The resources teachers provided were of the same nature right across the age levels in question.
Counters, shapes in different colours, work cards, number lines were common resources used right across all the age levels under study. In a research study conducted in Chicago, Beilock (2015) revealed that reading about a concept in a textbook or seeing a demonstration in class is not the same as physically experiencing what learners would be learning about. This revelation is in line with Ramezeni (2016) who believes that teachers’ recognition of potential critical thinkers may change the teaching process to enhance critical thinking skills in young learners which in turn may lead to improvement in mathematical literacy. It was noted during observations in the present research study that activities teachers engaged in during mathematics lessons did not place emphasis on the use of teaching resources which could have stimulated young learners to think critically.
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Learners ought to be provided with resources to use during the teaching of mathematics since, according to social constructivists, young learners learn better through interaction with other people or resources. This concurs with a research study carried out at Cornell University by Kushnir (2012) in which one of the recommendations was that teachers should provide stimulating environments which involve different outcomes for young learners. Drawing from the social constructivist perspective, interaction with teaching resources may develop learners’ critical thinking skills as they explore the processes which in turn may lead to mathematical literacy and problem-solving. In another American research study, Galinsky (2017) recommends that young learners should be provided with opportunities to play and testing how things work to develop critical thinking, and further emphasises that these hands-on experiences provide an integral foundation for latter abstract thinking. Similarly, Dewey (1933) views learning as creating a meaning for an experience whereby the learner moves to a deeper understanding of relationships and connections between that experience and other experiences and ideas.
The mathematics lesson observations revealed that teachers did not vary their teaching resources but resorted to use of work cards in the teaching of mathematics to young learners. Failure to provide stimulating materials is contrary to Rotumoi and Too (2012) who argue that the opportunity to interact with materials, peers and teachers helps young learners to develop self- esteem and critical thinking skills. Based on the social constructivist epistemology, young learners learn through social interaction and, as they assist one another, they are likely to engage critical thinking skills. A Malaysian research study by Kamarulzaman (2015) established that young learners learn most important concepts by constructing knowledge themselves while interacting with the physical world and with other learners through play. This may mean that critical thinking skills in young learners may be enhanced if teachers provide concrete media and let learners explore during the teaching of mathematics to stimulate their critical thinking skills which, in turn, may lead to improvement in mathematical literacy.
Social constructivists believe mathematical learning involves active manipulation of meaning and understanding, not just numbers and formulas (Barret & Long, 2012).On the same note, Oguntoyinbo (2012) admits that good mathematics instruction promotes critical thinking through active learning experiences and communication through meaningful interactions with real-world problems. Active engagement, in which learners interact with both peers and teaching resources,
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could foster critical thinking skills in young learners and, in turn, assist them in everyday application of mathematics (mathematical literacy).
6.3.2 Teaching methodologies
The present research study indicates that teachers for young learners make use of different methodologies that may foster critical thinking skills in learners during mathematics teaching.
Rotumoi and Too (2012) concedes that it is necessary to implement teaching methods that involve activities based on senses and that instructional resources are influenced by the choice of teaching methods used in early childhood development(ECD). The method of teaching critical thinking skills requires young learners to engage in independent thinking such as problem-solving, analysing and evaluating information (Shen, 2012).It has been learnt from the responses given that methodology may become a means to the acquisition of critical thinking skills. However, not much was noted in terms of methodology in teaching either in lesson observations or during face to face interactions with teachers during the teaching of mathematics. Responses from interviewees claim the use of different teaching methodologies, use of discovery trips and giving full emphasis during lessons or activities. Observations and analysis of video records did not reveal varied methodologies used during the teaching of mathematics. Findings of the present research study on how critical thinking skills can be taught to young learners during the teaching of mathematics are therefore limited.
In a research study conducted in Chicago, Beilock (2017) notes that social constructivists encourage learners to engage in dialogue both with the teacher and amongst each other. The use of different methodologies in teaching young learners is therefore likely to promote the development of critical thinking skills through exploration with teaching resources and through interaction with the teacher as well as interaction with peers in learning situations. In a research study which analysed the Turkish early childhood education curriculum, Incikabi and Tuna (2012) emphasised the importance of young learners’ mathematics learning by applying learner-centred approaches such as plays suitable for their development. The results of the aforementioned research study indicated that behaviours such as counting, subtracting, and adding and other mathematical behaviours were shown in learners’ play. Insights drawn from the responses given by teachers of young learners indicate that play may be used as a vehicle for teaching critical thinking skills during mathematics lessons or activities.
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