Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices
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Resumo
Despite increasing emphasis on Higher-Order Thinking Skills (HOTS) in mathematics curricula, classroom implementation remains limited and inconsistent. This qualitative study explored HOTS implementation in mathematics education, aimed to (1) identify effective instructional strategies for fostering HOTS, (2) examine teacher’ challenges, and (3) analyze classroom practices. The study involved 25 stratified junior high school mathematics teachers, with data collected over one academic year through semi-structured interviews, classroom observations, and document analysis. Thematic analysis followed Braun and Clarke’s six-phase framework.. The study highlights that an integrated instructional framework combining inquiry-based learning, collaborative practices, progressive learning support tailored to student needs, and technology significantly enhances higher-order thinking in mathematics. It demonstrates that aligning teacher beliefs, professional development, and systemic curricular support not only validates but also strengthens effective pedagogy for meeting the contemporary demands of critical thinking and problem-solving. Implementation is hindered by misalignment between curriculum goals and classroom realities, assessment practices, and theoretical professional development. Mathematics classrooms are progressively shifting toward critical problem-solving approaches, with teachers integrating analysis, evaluation, and creative tasks. Students demonstrate greater engagement with authentic tasks that connect to real-world contexts. These findings support the redesign of professional development programs and curriculum planning to enhance HOTS implementation in mathematics education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, v. 13, n. 2, p. 135
- Ano
- 2025 (2025-03-28)
- Idioma
- en
- Palavras-chave
- higher-order thinking skills; mathematics education; teaching methods; teacher challenges; teaching practice; inquiry-based learning; cooperative learning; educational technology; teacher beliefs; teacher professional development; curriculum alignment; assessment practices; problem solving; critical thinking; junior high school mathematics; real-world tasks
- Temas
- Avaliação, Currículo, Formação de Professores de Matemática, Práticas Pedagógicas, Resolução de Problemas
- DOI
- 10.33394/j-ps.v13i2.15099
- ISSN
- 2338-4530, 2540-7899
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GRADINI, Ega et al.. Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices. Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, v. 13, n. 2, p. 135, 2025. DOI: https://doi.org/10.33394/j-ps.v13i2.15099.
APA
Gradini, E., B, F. B. F., Noviani, J., & Ulya, K. (2025). Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices. Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 13(2), 135. https://doi.org/10.33394/j-ps.v13i2.15099
BibTeX
@article{gradini2025,
author = {Gradini, Ega and B, Firmansyah B Firmansyah and Noviani, Julia and Ulya, Khairatul},
title = {Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices},
year = {2025},
journal = {Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram},
volume = {13},
number = {2},
pages = {135},
doi = {10.33394/j-ps.v13i2.15099},
language = {en}
}RIS
TY - JOUR AU - Gradini, Ega AU - B, Firmansyah B Firmansyah AU - Noviani, Julia AU - Ulya, Khairatul TI - Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices PY - 2025 JO - Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram VL - 13 IS - 2 SP - 135 DO - 10.33394/j-ps.v13i2.15099 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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