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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
Published on: August 28, 2021
Affective Entry Characteristics Towards Mathematics and Reflective Thinking Skills Towards Problem Solving: The
Nejla Gürefe1, Nursena Evrensel Yumrutepe2
1Mathematics Education, Mersin University, Mersin 33100, Turkey.
Journal of Intelligence
|July 27, 2026
Summary
Critical thinking tendency partially mediates the link between students' math attitudes and their problem-solving skills. This highlights the importance of fostering critical thinking in education for better academic outcomes.
Area of Science:
- Educational Psychology
- Cognitive Science
Background:
- Thinking skills are crucial in education.
- Understanding the interplay between attitudes, critical thinking, and problem-solving is vital.
Purpose of the Study:
- To investigate the mediating role of critical thinking tendency.
- To examine the relationship between affective entry characteristics toward mathematics and reflective thinking skills.
Main Methods:
- Quantitative, cross-sectional survey design.
- 649 middle school students participated.
- Data collected via online scales for math attitudes, critical thinking, and problem-solving skills.
Main Results:
- Critical thinking tendency partially mediated the relationship.
- Significant indirect associations were found among the constructs.
- Affective entry characteristics influence reflective problem-solving skills through critical thinking.
Conclusions:
- Critical thinking tendency plays a key role in connecting math attitudes to problem-solving.
- Complex interactions exist, suggesting further research.
- Educational interventions could target critical thinking to enhance problem-solving abilities.
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