Development of critical thinking of junior school children in mathematics lessons

Abstract

The concept of critical thinking presupposes the ability to present a situation perspective from all sides: to see difficulties, to imagine alternative scenarios for the development of events, to see difficulties where they were not initially expected, to use mental activity to find a way out of a difficult situation, to study a complex state of affairs from all sides, to be able to see your own mistakes and the mistakes of others, draw the right conclusions from the experience gained. The purpose of the study was to develop and apply a methodology that allows the development of critical thinking in a mathematics lesson among first-graders, as well as to select diagnostic techniques in order to identify the level of development of critical thinking in first-graders, as well as to develop lesson plans for the purpose of developing critical thinking skills in children primary school age.