The development of critical thinking in mathematics classes via authentic learning: An action research

This study aims to analyze in detail how to develop the critical thinking skills in the mathematics classes of fifth grade students with exercises based on the authentic learning standards of Newman and Weglage (1993); and how to solve the problems encountered in these exercises. There are five standards which are higher-order thinking, depth of knowledge, connectedness to the world beyond the classroom, substantive conversation and social support for student achievement. The study that has been conducted in order to contribute to the education of critical thinking skills is an action research. This action research has been conducted in six cycles in accordance with the Kemmis and McTaggart (2005) action research spiral. It has been applied in a public school in the spring and fall semesters of the 2013-2014 educational year. The working group has been selected according to the criterion sampling of purposive sampling methods. It composes of 18 girls and 16 boys, a total of 34 students on the fifth grade level. The research data consists of unconstructed observation (camera recordings), EDBÖR (the rubric to assess critical thinking skills), journals and written documents. The quantitative data has been analyzed by using content analysis. This has been put under the two headings of the development of critical thinking skills and the problems in the process of implementation. The outcome of the study has shown that the exercises based on the authentic learning standards have improved the critical thinking skills of the students in the working group. This development has been in the subjects of understanding, comparing and assessing available solutions, reaching the right outcome and providing proof, finding new solutions and reflection. Each subject has similar codes within itself. The quantitative data has been assessed with the critical thinking scale. This scale has been developed in order to follow the development of critical thinking skills of the students in the University of St.Petersburg, United States. The scale has been used in open-ended exams for students. This exam has been repeated after each cycle. The rubric outcome has shown that the critical thinking skills have increased during the process. Another outcome from the study is that during the exercises there were problems of noisy environment, social support, loud warnings from the teacher, excluding the students from the process and out-of-topic chatting. These problems have been few and far between and were generally encountered within the first cycles. However, it took time to iron out the problems regarding the teacher within the exercise. This has led to the conclusion that the development of skills and attitude of teachers is the most important factor in the authentic learning exercises and the development of critical thinking skills. The data from the study has shown that exercises that are according to authentic learning standards have improved the critical thinking skills of the students in the working group. It follows that in order to acquire more comprehensive data and to contribute to the education of critical thinking skills, it can be advised to conduct studies in different grades, in different disciplines and with different teachers. Keywords: Mathematics in real life, education of critical thinking skills, authentic learning, action research.