Critical Thinking Skills of Slow Learners in Mathematical Problem-Solving: A Systematic Literature Review

Sulfiati; Irwan Akib; Muhammad Muzaini

doi:10.58421/misro.v4i2.412

DOI:

https://doi.org/10.58421/misro.v4i2.412

Authors

Sulfiati Universitas Muhammadiyah Makassar, Makassar
Irwan Akib Universitas Muhammadiyah Makassar, Makassar
Muhammad Muzaini Universitas Muhammadiyah Makassar, Makassar https://orcid.org/0000-0003-0042-7031

Keywords:

Critical Thinking Ability, Solving Mathematical Problems, Slow Learner Type, Systematic Literature Review

Abstract

Although much research has highlighted slow learners' difficulties in learning mathematics, most studies have focused only on the final learning outcomes without delving into the thinking processes during problem-solving. The lack of research on the cognitive steps slow learners take to develop critical thinking skills creates a gap in the literature that needs to be filled. The article examines the connection between the "critical thinking ability of slow learner students" and "solving mathematical problems." We recommend using the PRISMA flowchart article selection steps for systematic literature reviews. This systematic literature review investigates the critical thinking skills of slow learners in mathematical problem-solving. We screened 756 studies using the PRISMA framework, which yielded 8 relevant articles. Findings identify four main categories of errors (conceptual, principled, algorithmic, and computational) commonly encountered by slow learners, emphasising the necessity of tailored teaching methods and technological interventions. Clinical teaching is crucial for guiding slow learners through their educational journey. Recommendations include employing open-ended tasks and integrating real-world problems to develop critical thinking skills effectively. The study offers valuable insights for educators and curriculum developers aiming to enhance inclusive mathematics education.

Downloads

Download data is not yet available.

References

B. Thornhill-Miller et al., “Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education,” Journal of Intelligence, vol. 11, no. 3, p. 54, Mar. 2023, doi: 10.3390/jintelligence11030054.

A. K. Jaelani, M. Hasbi, and B. Baharullah, “A Critical Thinking Profile of Mathematics Education Students in Solving Ill-Structured Problem based on Mathematical Ability,” JTAM (Jurnal Teori dan Aplikasi Matematika), vol. 7, no. 2, pp. 545–559, 2023, doi: 10.31764/jtam.v7i2.13378.

S. Dolapcioglu and A. Doğanay, “Development of critical thinking in mathematics classes via authentic learning: an action research,” International Journal of Mathematical Education in Science and Technology, vol. 53, no. 6, pp. 1363–1386, Jun. 2022, doi: 10.1080/0020739X.2020.1819573.

N. Monrat, M. Phaksunchai, and R. Chonchaiya, “Developing Students’ Mathematical Critical Thinking Skills Using Open-Ended Questions and Activities Based on Student Learning Preferences,” Education Research International, vol. 2022, no. 1, pp. 1–11, Jan. 2022, doi: 10.1155/2022/3300363.

J. S. Nairne, “Adaptive Education: Learning and Remembering with a Stone-Age Brain,” Educational Psychology Review, vol. 34, no. 4, pp. 2275–2296, Dec. 2022, doi: 10.1007/s10648-022-09696-z.

D. Holman and E. Švejdarová, “The 21st-Century Empowering Wholeness Adaptive (EWA) Educational Model Transforming Learning Capacity and Human Capital through Wholeness Systems Thinking towards a Sustainable Future,” Sustainability, vol. 15, no. 2, p. 1301, Jan. 2023, doi: 10.3390/su15021301.

S. M. M. Loyens, J. E. van Meerten, L. Schaap, and L. Wijnia, “Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review,” Educational Psychology Review, vol. 35, no. 2, p. 39, Jun. 2023, doi: 10.1007/s10648-023-09757-x.

H. Ye, B. Liang, O.-L. Ng, and C. S. Chai, “Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning,” International Journal of STEM Education, vol. 10, no. 1, p. 3, Jan. 2023, doi: 10.1186/s40594-023-00396-w.

E. Jablonka, “Critical thinking in mathematics education,” Encyclopedia of mathematics education, pp. 159–163, 2020, doi: 10.1007/978-3-030-15789-0_35.

A. Yohannes and H.-L. Chen, “The effect of flipped realistic mathematics education on students’ achievement, mathematics self-efficacy and critical thinking tendency,” Education and Information Technologies, vol. 29, no. 13, pp. 16177–16203, Sep. 2024, doi: 10.1007/s10639-024-12502-8.

S. Abramovich, A. Z. Grinshpan, and D. L. Milligan, “Teaching mathematics through concept motivation and action learning,” Education Research International, vol. 2019, no. 1, p. 3745406, 2019, doi: 10.1155/2019/3745406.

P. A. Facione and N. C. Facione, “Talking Critical Thinking,” Change: The Magazine of Higher Learning, vol. 39, no. 2, pp. 38–45, Jan. 2007, doi: 10.3200/CHNG.39.2.38-45.

Y. Song, K. C. Roohr, and D. Kirova, “Exploring approaches for developing and evaluating workplace critical thinking skills,” Thinking Skills and Creativity, vol. 51, p. 101460, Mar. 2024, doi: 10.1016/j.tsc.2023.101460.

K. N. Tee, K. E. Leong, and S. S. Abdul Rahim, “The Mediating Effects of Critical Thinking Skills on Motivation Factors for Mathematical Reasoning Ability,” The Asia-Pacific Education Researcher, vol. 27, no. 5, pp. 373–382, Oct. 2018, doi: 10.1007/s40299-018-0396-z.

K. E. Farmer and P. Stringer, “Understanding the views of children with profound and multiple learning difficulties for person‐centred planning,” British Journal of Learning Disabilities, vol. 51, no. 4, pp. 499–508, Dec. 2023, doi: 10.1111/bld.12525.

M. Bieg et al., “Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach,” ZDM, vol. 49, no. 3, pp. 411–422, Jun. 2017, doi: 10.1007/s11858-017-0840-1.

T. Tran, T. T. T. Nguyen, T. T. T. Le, and T. A. Phan, “Slow learners in mathematics classes: the experience of Vietnamese primary education,” Education 3-13, vol. 48, no. 5, pp. 580–596, Jul. 2020, doi: 10.1080/03004279.2019.1633375.

F. Setyawan et al., “Rigorous Thinking in Mathematics Modelling for Slow Learners,” Journal of Physics: Conference Series, vol. 1720, no. 1, p. 012005, Jan. 2021, doi: 10.1088/1742-6596/1720/1/012005.

M. A. M. M. Abdul-Rahman, “Effectiveness of learner control and program control strategies in developing mathematical thinking for slow learners in mathematics,” International Journal of Innovation, Creativity and Change, vol. 13, no. 1, pp. 897–914, 2020.

F. I. P. Pratama, A. Kristiyanto, and H. Widyastono, “Character values of Third Grade slow learner in character education at the inclusive elementary school,” JPI (Jurnal Pendidikan Indonesia), vol. 10, no. 2, pp. 345–352, 2021, doi: 10.23887/jpi-undiksha.v10i2.28838.

M. Gunawardena and K. Wilson, “Scaffolding students’ critical thinking: A process not an end game,” Thinking Skills and Creativity, vol. 41, p. 100848, Sep. 2021, doi: 10.1016/j.tsc.2021.100848.

N. Novitasari, A. Lukito, and R. Ekawati, “Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class,” Journal of Physics: Conference Series, vol. 947, no. 1, p. 012035, Jan. 2018, doi: 10.1088/1742-6596/947/1/012035.

M. Mumpuniarti, “Challenges faced by teachers in teaching literacy and numeracy for slow learners,” Journal of Sustainable Development, vol. 10, no. 3, p. 243, 2017.

S. Metikasari, Mardiyana, and Triyanto, “Mathematics Learning Difficulties of Slow Learners on A Circle,” Journal of Physics: Conference Series, vol. 1227, no. 1, p. 012022, Jun. 2019, doi: 10.1088/1742-6596/1227/1/012022.

U. Khaira and T. Herman, “Assessment processes for slow learners in mathematics learning,” Journal of Physics: Conference Series, vol. 1521, no. 3, p. 032097, Apr. 2020, doi: 10.1088/1742-6596/1521/3/032097.

J.-E. Lee, J. Y.-C. Chan, A. Botelho, and E. Ottmar, “Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game,” Educational technology research and development, vol. 70, no. 5, pp. 1575–1599, Oct. 2022, doi: 10.1007/s11423-022-10138-4.

R. van Dinter, B. Tekinerdogan, and C. Catal, “Automation of systematic literature reviews: A systematic literature review,” Information and Software Technology, vol. 136, p. 106589, Aug. 2021, doi: 10.1016/j.infsof.2021.106589.

M. D. F. McInnes et al., “Preferred Reporting Items for a Systematic Review and Meta-analysis of Diagnostic Test Accuracy Studies,” JAMA, vol. 319, no. 4, p. 388, Jan. 2018, doi: 10.1001/jama.2017.19163.