Incorporation of Critical Thinking Skills Development: A Case of Mathematics Curriculum for Grades I-XII

Abstract

This research explores the analysis of the National Curriculum for Mathematics (2006) in Pakistan to promote critical thinking among students from grades I to XII. The qualitative content analysis was used to systematically scrutinize the curriculum document to determine significant aspects that contribute to developing critical thinking skills. The analysis focused on developing conceptual understanding and skill development while addressing real-life problem-solving and logical reasoning. It is based on a spiral approach where concepts are revisited and deepened across grades, promoting interactive, student-centered teaching methods. Finally, it highly underscores the use of technology, especially at higher levels, that can enhance mathematical exploration. The curriculum also demonstrates its commitment to reasoning and logical thinking by dedicating a separate standard and incorporating activities encouraging pattern recognition, argumentation, and justification. However, how successful this can be in classrooms will depend primarily on how well it is executed. This study provides valuable insights into the potential of the mathematics curriculum in Pakistan to develop student's critical thinking abilities and offers recommendations for further improvement. The findings imply that designing curricular materials is essential in realizing 21st-century skills; remarkably, the National Curriculum for Mathematics (2006), Pakistan, is well-grounded in assisting students' development regarding critical thinking.