Old Traditions, New Practices:

Resnick, Daniel P.; Resnick, Lauren B.

doi:10.2307/j.ctv2175r44.7

Cited by 3 publications

(5 citation statements)

References 2 publications

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“…As for the educators' perspectives on the connection between mathematics and higherorder thinking skills, our results showed that half of the participants associated mathematics with being problem-oriented and able to find solutions. In relation to the three aspects of higher-order thinking mentioned by Brookhart (2010), educators are more problemsolving-oriented when mathematics is involved (Resnick, 1987b). The present study also supports this idea in the ECEC context: the educators' answers appear to suggest that supporting higher-order thinking through mathematics in ECEC means acting on the ability to solve problems.…”

Section: Discussionsupporting

confidence: 82%

“…Conklin (2011) argued that higher-order thinking skills incorporate critical thinking and creative thinking. Resnick (1987a) claimed that, depending on the approach, we can focus on different aspects. From a philosophical perspective, the emphasis is on critical thinking and logical reasoning.…”

Section: Higher-order Thinkingmentioning

confidence: 99%

“…Furthermore, educators tend to promote problem-solving. From this perspective, Resnick (1987a) herself noted that although it is impossible to provide a precise definition of higher-order thinking, it is immediately recognisable when we encounter it.…”

Section: Higher-order Thinkingmentioning

confidence: 99%

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Mathematics and higher-order thinking in early childhood education and care (ECEC)

Pollarolo

Skarstein

Størksen

et al. 2023

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This article investigates the perspectives of Norwegian early childhood educators on mathematics and higher-order thinking. Thematic analysis of the connection between mathematics and children’s higher-order thinking skills was performed based on semi-structured interviews with ten educators in three different early childhood education and care (ECEC) centres. The findings suggest that educators, recognising mathematics as vital for ECEC, associate mathematics with problem-solving, an aspect of higher-order thinking skills highlighted in the research literature. The educators identified many opportunities for working with mathematics in daily activities, in accordance with the Norwegian tradition in recent years. Our results provide insights into how mathematics can support early childhood educators’ stimulation of higher-order thinking in the Norwegian ECEC context.

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Section: Discussionsupporting

confidence: 82%

Section: Higher-order Thinkingmentioning

confidence: 99%

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Mathematics and higher-order thinking in early childhood education and care (ECEC)

Pollarolo

Skarstein

Størksen

et al. 2023

nbf

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“…HOT is the cognitive capacity to go beyond the given information to classify, infer, generalise and resolve problems in complicated situations (Bruner, 1973; Lewis & Smith, 1993; Resnick, 1987). It is an umbrella term for various forms of thinking including critical thinking, reflective thinking, argumentation, reasoning, problem‐solving, creativity and metacognitive thinking (Miri et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of online peer assessment on higher‐order thinking: A meta‐analysis

Zhan

Yan

Zhan

et al. 2023

Brit J Educational Tech

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Online peer assessment (OPA) has been increasingly adopted to develop students' higher-order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA (n = 7; k = 22) and a control group or a pre-post comparison (n = 10; k = 17) were reviewed in this meta-analysis. The overall effect of OPA on HOT was significant (g = 0.76). Furthermore, OPA exerted more significant effects on convergent HOT (eg, critical thinking, reasoning and reflective thinking; g = 0.97) than on divergent HOT (eg, creativity and problem-solving; g = 0.38). Reciprocal roles and anonymity were found to positively moderate the impacts of OPA on HOT, although their moderating effects were not statistically significant because of small sample size of studies in the analysis. The results of the meta-analysis reinforce the arguments for regarding OPA as a powerful learning tool to facilitate students' HOT development and reveal important factors that should be considered when adopting OPA to enhance students' HOT.

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“…High‐order thinking (HOT) skills have been described as complex skills with no simple algorithm for problem‐solving. The patterns of thought and action involved are not obvious or predefined, and occasionally culminate in a multitude of answers, each one having its own advantages and disadvantages (Resnick, 1987). Implementation of such pedagogy for developing HOT skills forces educational systems to undergo fundamental changes.…”

Section: Introductionmentioning

confidence: 99%

Designing new learning environments: An innovative pedagogical perspective

Sasson

Yehuda

Miedijensky

et al. 2021

The Curriculum Journal

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Given growing systemic investment in the designing of new learning spaces, researching the relationships between physical space and learning and teaching processes is imperative. Researching innovative learning spaces is challenging, therefore the aim of this paper is to demonstrate a pedagogical characterization based on a three‐dimensional theoretical framework. The study presented here includes three schools in the process of implementing a constructivist pedagogical change involving gradual development of educational intiatives including the redesigning of learning spaces. We characterized learning environments by space, pedagogical practices and curricular potential and explored the relationships between space, active learning and the development of high‐order thinking skills (HOT). Characterization of teaching and learning processes was based on interviews with 12 teachers, 478 class observations and analysis of 307 learning tasks. The findings indicate a higher expression of active learning in the innovative learning spaces compared with the traditional spaces. Nevertheless, results demonstrated difficulties in designing constructivist learning tasks and developing HOT skills, with relatively low encouragement for problem solving skills and critical thinking. Learning tasks were characterized by low cognitive complexity. This study provides a new methodology for investigating teaching and learning processes in innovative learning spaces.

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Old Traditions, New Practices:

Cited by 3 publications

References 2 publications

Mathematics and higher-order thinking in early childhood education and care (ECEC)

Mathematics and higher-order thinking in early childhood education and care (ECEC)

Effects of online peer assessment on higher‐order thinking: A meta‐analysis

Designing new learning environments: An innovative pedagogical perspective

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