Developing Critical and Logical Thinking Skills Through the Use of Non-Routine Problems in Mathematics Education

Abstract

This study focuses on the development of critical and logical thinking skills in the context of mathematics education through the use of non-routine problems. Non-routine problems, which are characterized by their complexity and lack of straightforward solutions, provide an effective platform for enhancing students' cognitive abilities, particularly in terms of critical analysis and logical reasoning. This paper employs a qualitative literature review methodology to explore various studies and theoretical frameworks related to the application of non-routine problems in the development of these essential skills. The findings suggest that engaging students in non-routine problem-solving tasks not only promotes deeper understanding and retention of mathematical concepts but also cultivates essential problem-solving skills. The study highlights the role of mathematics educators in facilitating environments that encourage critical thinking and logical reasoning through strategic problem selection and instructional strategies. By synthesizing various perspectives from existing literature, this research provides valuable insights into the practical implementation of non-routine problems in mathematics classrooms, aiming to foster students' ability to think critically and logically.