Promoting Critical-Thinking Dispositions by Using Problem Solving in Middle School Mathematics

Abstract This review of research generates principles for the design of instructional programs that foster critical-thinking dispositions. The dispositional aspect of critical thinking may be considered part of attitudinal memory, readily activated if sufficiently strong. We describe evidence suggesting that ill-structured problem-solving can provide middle schoolers with motivating activities that strengthen critical-thinking dispositions, thus fostering sensitivity to occasions for thinking critically and the inclination for engaging in such practices. The Jasper Series and Decision Making are reviewed as cases of programs for middle level mathematics learning that afford opportunities for ill-structured problem-solving activities that incorporate five important attitudestrengthening elements. Fazio (1995) identified these elements as direct experience, sensory experience, emotional reaction, freely chosen behavior, and attitude rehearsal. We describe how the design of the two mathematics programs incorporates attitude-strengthening elements that can potentially foster critical-thinking dispositions. Based on this review, we present a set of design principles to promote those dispositions.

[1]  Richard Lesh,et al.  Interest, Identity, and Social Functioning: Central Features of Modeling Activity , 2003 .

[2]  D. Bem.  Self-Perception Theory , 1972 .

[3]  S. Norris.  SYNTHESIS OF RESEARCH ON CRITICAL THINKING , 1985 .

[4]  Daniel T. Hickey,et al.  The Motivational and Academic Consequences of Elementary Mathematics Environments: Do Constructivist Innovations and Reforms Make a Difference? , 2001 .

[5]  Richard Lesh,et al.  Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching , 2003 .

[6]  Denise M. Driscoll,et al.  On the Functional Value of Attitudes: The Influence of Accessible Attitudes on the Ease and Quality of Decision Making , 1992 .

[7]  James A. Middleton,et al.  First steps in the development of an adaptive theory of motivation , 1999 .

[8]  Charlotte W. Farr,et al.  Matching Media, Methods, and Objectives in Distance Education. , 1993 .

[9]  Robert H. Ennis.  A taxonomy of critical thinking dispositions and abilitities , 1987 .

[10]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[11]  Kurt T. Taube.  Critical Thinking Ability and Disposition as Factors of Performance on a Written Critical Thinking Test. , 1995 .

[12]  Stuart J. Russell.  Rationality and Intelligence , 1995, IJCAI.

[13]  D. Perkins,et al.  Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness , 2000 .

[14]  D. R. Shaffer,et al.  Susceptibility to Persuasive Appeals as a Function of Source Credibility and Prior Experience With the Attitude Object , 2004 .

[15]  D. Perkins,et al.  Dispositional Aspects of Intelligence , 1998 .

[16]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[17]  M. Zanna,et al.  Direct Experience And Attitude-Behavior Consistency , 1981 .

[18]  David H. Jonassen,et al.  Instructional design models for well-structured and III-structured problem-solving learning outcomes , 1997 .

[19]  J. Cacioppo,et al.  The need for cognition. , 1982 .

[20]  R. Fazio.  Multiple Processes by which Attitudes Guide Behavior: The Mode Model as an Integrative Framework , 1990 .

[21]  Russell H. Fazio,et al.  Attitudes as object-evaluation associations: Determinants, consequences, and correlates of attitude accessibility. , 1995 .

[22]  E. Miller.  Handbook of Social Psychology , 1946, Mental Health.

[23]  J. Sinnott.  A model for solution of ill-structured problems: Implications for everyday and abstract problem solving. , 1989 .

[24]  R. Fazio,et al.  On the orienting value of attitudes: attitude accessibility as a determinant of an object's attraction of visual attention. , 1992, Journal of personality and social psychology.

[25]  C. Vanderbilt.  The Jasper experiment: An exploration of issues in learning and instructional design , 1992 .

[26]  D. Perkins,et al.  Beyond Abilities: A Dispositional Theory of Thinking. , 1993 .

[27]  Kristen E. DiCerbo,et al.  Effective Thinking: An Active-Learning Course in Critical Thinking , 1999 .

[28]  Peter A. Facione,et al.  The Motivation to Think in Working and Learning. , 1996 .

[29]  P. Herr,et al.  Attitude accessibility following a self-perception process. , 1984, Journal of personality and social psychology.

[30]  M Kalantzis,et al.  The conditions of learning , 2005 .