THE ROLE OF CRITICAL THINKING IN IMPROVING THE MATHEMATICAL LITERACY OF FUTURE PRIMARY SCHOOL TEACHERS

Abstract

This article examines the pedagogical significance of critical thinking in improving the mathematical literacy of future primary school teachers. In the context of contemporary educational reforms, mathematical literacy is no longer limited to the mastery of computational skills but is understood as the ability to reason mathematically, analyze problem situations, interpret data, and apply mathematical knowledge in real-life and professional contexts. The preparation of future primary school teachers therefore requires a shift from reproductive learning models to approaches that foster analytical reasoning, reflection, and independent judgment. The study substantiates that critical thinking serves as a core cognitive mechanism that enables prospective teachers to understand mathematical concepts deeply, evaluate multiple solution strategies, identify errors, and justify their reasoning. The article analyzes theoretical perspectives on critical thinking and mathematical literacy, highlights their interconnection within teacher education, and emphasizes the role of higher-order thinking skills in the professional competence of primary school teachers. Special attention is paid to the pedagogical environment of teacher training institutions, where critical thinking-oriented instructional strategies contribute to the development of meaningful mathematical understanding. The findings indicate that integrating critical thinking into mathematics education enhances future teachers’ confidence, adaptability, and readiness to teach mathematics effectively in primary classrooms.