Abstract
The current knowledge-based society in a globalizing world requires citizens to be ready for the world around them and aware of all their daily decisions, job, or life. Critical thinking is valued in the business world. It is considered one of the “soft skills” in terms of skills and dispositions necessary for the labor market, referenced in several international works and documents. The present investigation is a qualitative and descriptive work. The primary objective is to report two cases of mathematics courses transformed in the training sequence after a critical thinking training course in Rome included in an Erasmus + project. This report presents the planning following the training, the strategies adopted in teaching practice, and the results obtained. From the reflection, some more changes are needed. Namely, students will develop their critical thinking by explicitly engaging in appropriate learning activities; therefore, a clear description of critical thinking as an essential learning outcome, explaining how it can be realized.
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Acknowledgments
This work is financially supported by National Funds through FCT–Fundação para a Ciência e a Tecnologia, I.P., under the project UIDB/00194/2020.
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Catarino, P., Nascimento, M.M. (2023). Two Experiences of Including Critical Thinking in Mathematics Courses. In: Huang, YM., Rocha, T. (eds) Innovative Technologies and Learning. ICITL 2023. Lecture Notes in Computer Science, vol 14099. Springer, Cham. https://doi.org/10.1007/978-3-031-40113-8_37
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DOI: https://doi.org/10.1007/978-3-031-40113-8_37
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