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The article reports results of a training course preparing mathematics schoolteachers to teach via questioning and discovery, aiming to strengthen pupils’ critical thinking. Findings indicate improved teacher openness to new instructional approaches after qualification, aligning with OECD (2019) evidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/training-mathematics-teachers-for-developing-critical-thinking-skills-in-vi-grade-pupils-abstract-and-introduction/588886/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/training-mathematics-teachers-for-developing-critical-thinking-skills-in-vi-grade-pupils-abstract-and-introduction/588886.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article highlight in Romanian mathematics education?","Question",{"text":112,"@type":113},"It highlights low academic performance and a high proportion of pupils who are functionally illiterate in mathematics, unable to apply basic operations and solve real-life tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was the focus of the teacher training course?",{"text":117,"@type":113},"The course prepared mathematics teachers to teach through questioning and discovery, to help develop pupils’ critical thinking skills rather than relying only on memorized algorithms.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the impact of the intervention evaluated?",{"text":121,"@type":113},"Pupils’ performance was assessed with the Watson-Glaser test, while teachers’ short-, medium-, and long-term changes were measured using questionnaires administered at intervals (2016 and 2018).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588886,1792208747,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","TRAINING MATHEMATICS TEACHERS FOR DEVELOPING CRITICAL THINKING SKILLS IN VI-GRADE PUPILS  \nOvidiu BĂDESCU, Cristian STAN  \nAbstract: Critical thinking and creativity along with problem-solving skills have become basic competencies in an increasingly complex and technological world, in which an individual needs tobe able to process information in a critical way, find alternative solutions, analyse complex problems, and formulate innovative solutions. As teachers, we train the children for occupations that have not been invented yet – an aspect that thus becomes clear is that it is no longer sufficient for the young students to perfectly execute given tasks, but they need to be able to solve new problems. To achieve this, they need to be able to consider the problem from multiple angles, to weight alternatives, to look critically at what needs to be solved, and to make well-thought and well-argued decisions. With this perspective in mind, developing such skills in pupils should be an essential goal for the teachers. Yet, unfortunately, training teachers for developing critical thinking skills in pupils comes short, in the Romanian educational system. This article presents the results of a traning course whose goal was to prepare mathematics schoolteachers to teach mathematics based on questioning and discovery, to help develop pupils’ crticical thinking skills. Analyzing the short-and long-term impact of our training course confirms the results obtained in OECD (2019) studies, namely that once teachers have been qualified to work in this way, they become more open to acting differently to stimulate the developing of critical thinking and creative skills in pupils.  \nKey words: critical thinking, learning by discovering, questioning, training course, teachers’training  \n1. Introduction  \nOut of 79 participating countries (OECD and partner countries), Romania was placed on the 47th position following the 2018 PISA tests and recorded a decrease in academic performance relative to the year 2015 – a score of 430 (relative to 444 in 2015) in mathematics and a score of 426 (relative to 435) in sciences.  \nMore concerning is the fact that 47% of the pupils prove to be functionally illiterate in mathematics (below the second difficulty level in the PISA test), as they are unable to employ basic arithmetic operations. For instance, they did not manage to compare the total distance of two alternative routes orto convert prices from RON to alternative currencies (OECD, 2019) . In fact, the PISA tests are not so much about resolving the mathematical operations correctly, but more about identifying critical thinking and real-life problem-solving skills, as well as identifying the ability to apply the learned knowledge in real-life situations. Testing the science-related skills involves a similar approach, as sciences and mathematics belong to the same curricular area, namely the basic competencies identified by the European Council in mathematics, sciences, technology, and engineering (EU, 2018) . Mathematical competence relates to “developing and applying mathematical thinking in order to solve a series of every-day problems”, while the scientific one relates to „identifying questions and drawing conclusions based on evidence”(EU, 2018) . Regarding the sciences element in the 2018 PISA test, 44% of the Romanian respondents (relative to 39% in 2015) are unable to realize basic correlations between facts (OECD, 2019) .  \nFollowing the 2015 PISA testing, a series of measures have been taken for the Romanian educational system i.e., the school curriculum for classes V-VIII has been restructured (MEC, 2017) . Also, the OECD recommendation regarding the teacher-pupil interaction referred to interactive teaching and  \nevaluation processes which should also be relevant and based on dialogue, the teachers needing to be trained in this sense (Kitchen et al., 2017) .  \nAs mathematics teachers for the classes V-VIII and as trainer and evaluator of teach","cbCaimqhn4J0iw1l","https://ap.wps.com/l/cbCaimqhn4J0iw1l","pdf",522345,"English","# 1. Introduction\n# 2. Theoretical grounding","[{\"question\":\"What problem does the article highlight in Romanian mathematics education?\",\"answer\":\"It highlights low academic performance and a high proportion of pupils who are functionally illiterate in mathematics, unable to apply basic operations and solve real-life tasks.\"},{\"question\":\"What was the focus of the teacher training course?\",\"answer\":\"The course prepared mathematics teachers to teach through questioning and discovery, to help develop pupils’ critical thinking skills rather than relying only on memorized algorithms.\"},{\"question\":\"How was the impact of the intervention evaluated?\",\"answer\":\"Pupils’ performance was assessed with the Watson-Glaser test, while teachers’ short-, medium-, and long-term changes were measured using questionnaires administered at intervals (2016 and 2018).\"}]","TRAINING MATHEMATICS TEACHERS FOR DEVELOPING CRITICAL THINKING SKILLS IN VI-GRADE PUPILS - Abstract and Introduction | PDF",1792066124,25]