The effect of cooperative learning method supported by dialogue and group questioning strategies on the critical thinking tendencies and mathematics attitudes of 6th grade students

Collaboration, communication and critical thinking are among the important skills in the 21st century skills. In this context, the aim of this research was to examine the effect of the cooperative learning method supported by dialogue and group questioning strategies in mathematics course on students' critical thinking disposition and attitudes towards mathematics. Exploratory sequential pattern, which is one of the mixed method research patterns, was used in the research. The quantitative dimension of the research was designed according to the pattern with pretest-posttest control group, which is one of the semi-experimental designs. The qualitative dimension of the research is case study. The study group of the research consists of 68 students who study in the sixth grade of two public middle schools in Kovancılar district center of Elazig province. In the experimental groups, the lessons were taught by the cooperative learning method which is supported by dialogue and group questioning strategies. In the control groups, the courses were continued according to the current mathematics curriculum. In the study, quantitative data were collected with "Critical Thinking Disposition Instrument" and "Mathematics Attitude Scale" and qualitative data were obtained through semi-structured interviews. Related or independent samples t-test and covariance analysis were used in the analysis of quantitative data. Content analysis was applied while analyzing qualitative data. According to the results of the research, it was observed that the experimental group students' critical thinking tendency and attitude towards mathematics post-test scores were significantly higher than the control group students. According to the findings obtained from qualitative analysis, it was determined that cooperative learning method supported by dialogue and group questioning strategies provide positive cognitive, affective and social outccomes to students, and practices improve students' critical thinking disposition.