A phenomenological study: perceptions of urban mathematics teachers about critical thinking skills.

摘要

The purpose of this descriptive phenomenological study was to explore urban middle school mathematics teachers' perceptions about incorporating critical thinking skills within mathematics classes on a daily basis. The study consisted of fifteen 8th grade mathematics teachers who taught African American boys in a large metropolitan city in Georgia. Achieving the purpose assisted mathematics teachers in urban middle schools with teaching critical thinking skills, but also provided insight into how urban middle school mathematics teachers felt if teaching critical thinking skills to African American boys and other ethnic groups promoted transformation of knowledge. The study conveyed through questionnaires the lived experiences and perceptions of urban middle school mathematics teachers from their own perspectives, if incorporating critical thinking skills within mathematical lessons assisted with transferring knowledge. Qualitative data obtained from open-ended interview questions provided multiple perspectives on the topic of interest. The modified van Kaam method developed by Moustakas (1994) was used in the proposed study. Three overarching themes emerged from the data analysis: (1) Teachers felt students should explain their thoughts about mathematical problem solving in words whether verbally or in writing, (2) Teaching how to critically think in mathematics classes assisted students with transferring knowledge to other content areas, and (3) Through their personal experiences, teachers expressed that African American boys should be exposed to critical thinking skills as early as elementary school.