Problem-Based Learning for Critical Thinking Skills in Mathematics

Abstract

This study aims to find out how to develop student’s critical thinking skills through problem-based learning. Single-case single-side case design was selected as the method of this study and a lecture was involved to carry out the classroom instruction. The data were collected through observations, interviews, and document analyses. The findings suggest that the development of mathematical critical thinking skills using problem-based learning was performed in two stages: (i) controversial issues and (ii) active debate. Our study confirms that problem-based learning is an effective alternative to develop university student’s critical thinking skills in mathematics.