Book

Learners' Critical Thinking About Learning Mathematics: Perspectives, Practices, and Pedagogical Implications Across Educational Contexts explores the essential role of critical thinking in mathematics education. It provides a comprehensive discussion of how learners develop the ability to analyze, evaluate, reason, justify, and solve mathematical problems across different educational levels. The book presents theoretical foundations of critical thinking from philosophical, psychological, constructivist, and sociocultural perspectives. It examines mathematical reasoning, learners' beliefs and dispositions, problem-solving, problem-posing, metacognition, mathematical argumentation, and proof. Furthermore, this book highlights practical approaches to developing critical thinking through mathematical modelling, classroom communication, technology-enhanced learning, and innovative assessment. It explores how digital tools, dynamic representations, and meaningful learning environments can support deeper mathematical understanding and independent reasoning. The discussion extends across early childhood, primary, secondary, and higher education, addressing the roles of teachers, cultural contexts, educational equity, and inclusive pedagogies. It also provides insights into assessment strategies, classroom practices, and professional development for strengthening critical thinking in mathematics learning. Designed for researchers, lecturers, teachers, postgraduate students, and mathematics education practitioners, this book serves as an academic reference and pedagogical resource. Ultimately, it aims to promote mathematics education that develops reflective, analytical, creative, and independent learners capable of applying critical thinking to mathematical challenges and real-world situations.