Student’s Mathematical Critical Thinking Skills through Argument-Driven Inquiry: A Systematic Literature Review

Abstract

 Critical thinking is an important skill for learning mathematics. One model that can help develop this ability is Argument-Driven Inquiry, which involves constructing arguments based on data and engaging in open discussions. This study was conducted to systematically review articles discussing the relationship between ADI and mathematical critical thinking skills. The Systematic Literature Review method was used with PRISMA guidelines and the Publish or Perish 8. As a result, only one suitable article was found in the Semantic Scholar database. This article demonstrates that using the ADI model can enhance students’ critical thinking abilities when solving math problems. These findings suggest that ADI has the potential to be applied more widely in mathematics education and warrants further research.