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dc.contributor.advisorGrösser, M.M. Prof.
dc.contributor.authorDeuchar, Annelize
dc.date.accessioned2011-09-29T09:30:14Z
dc.date.available2011-09-29T09:30:14Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10394/4823
dc.descriptionThesis (M.Ed. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.en
dc.description.abstractThe nurturing of critical thinking skills is one of the cornerstones of Outcomes Based Education (OBE). This study investigated to what extent teachers provide opportunities for the development of critical thinking skills in Grade 8 in Mathematics classrooms. A literature study was undertaken to highlight the importance and nature of the development of critical thinking skills in the Mathematics classroom, and to establish how critical thinking could be nurtured during the teaching, learning and assessment of Mathematics. Various teaching methods and assessment strategies, types of learning material, a variety of classroom activities and how to create a classroom conducive to the development of critical thinking skills were explored. The literature review provided the framework to design a questionnaire that was utilized to obtain the perceptions of Grade 8 Mathematics teachers and learners regarding the opportunities provided for the development of critical thinking skills in Mathematics classrooms. By means of quantitative, non-experimental descriptive research, the self constructed, closed-ended questionnaire was administered to a convenient sample of a purposively selected group of Mathematics teachers (n = 92) and learners (n = 204) in the Ekurhuleni District of Gauteng, South Africa. The triangulation of learner and teacher data revealed that teachers do have an understanding of the importance of critical thinking in the Mathematics classroom, but that their understanding is not always fully translated into practical opportunities for the development of critical thinking skills. It was revealed that teachers do make use of questioning and allow learners to communicate during problem-solving, which are important strategies for the development of critical thinking. However, it was evident that teachers appear to be inhibiting the development of critical thinking skills by relying heavily on the use of textbooks and transmission of knowledge during teaching, and seem not to acknowledge the merits of cooperative learning and real life experiences during the teaching and learning of Mathematics. The study is concluded with recommendations on how to nurture and improve critical thinking in the Mathematics classroom.en_US
dc.publisherNorth-West Universityen_US
dc.subjectCritical thinkingen_US
dc.subjectCritical thinking in mathematicsen_US
dc.subjectClassroom climateen_US
dc.subjectHigher-order thinkingen_US
dc.subjectTeaching methodsen_US
dc.subjectAssessment approachesen_US
dc.titleOpportunities for the development of critical thinking skills in the mathematics classroomen
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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