The Development of RLA in Teaching Mathematics to Foster Critical Thinking: Peer Reviews by Students

Abstract

　　 Due to social reform concerns, such as rapid aging and low birth rate in recent years, the need for critical thinking abilities to be developed in children, who will be major players in the 21st century, is becoming increasingly important.  This paper explores learning activities called Researcher-Like Activity (RLA) in an effort to foster critical thinking skills when teaching mathematics.  The objective of the research was to verify the effectiveness of incorporating RLA and to clarify its achievements and problems.  As the result of this research, it was found that RLA had a fixed effect not only on the development of critical thinking-related rationality (logicality), reflective thinking (contemplative), and critical thinking (skepticism), but also on that of deep thinking including reflective thinking (contemplative) and critical thinking (skepticism).  On the other hand, an issue that needs to be further examined is how to help students who have difficulties with mathematics because of the importance teachers place on reflective thinking.  Thus, further research is necessary regarding planned, effective intervention that does not inhibit students’ critical thinking, in order to promote their learning.