Arab Educational Information Network

The purpose of this study was to explore the views of principals, heads of mathematics departments (HOD), and mathematics teachers of grades 9 to 12 in secondary schools in Lebanon about the role of critical thinking in mathematics classrooms. The study also investigated how principals and heads of mathematics departments viewed their role in creating a school culture conducive to critical thinking. Both constructs of critical thinking and school culture have been investigated at length by researchers, but the interplay between the two constructs has been rarely addressed. School culture was investigated based on Schein’s three levels of cultural analysis: artifacts, espoused beliefs and values, and basic assumptions. The study adopted a qualitative research design, with multiple-case study approach. Questionnaires were administered to the participants and semi-structured interviews were conducted with them. In addition, several mathematics classrooms were observed. Data was coded, patterns were derived from the codes, and themes were emerged. The study identified three themes, namely: the Lebanese mathematics curriculum and official examinations do not foster critical thinking; an epistemological orientation based on student-centered exploration of knowledge and debating controversies create a school culture conducive to critical thinking; a shared vision of critical thinking as an educational goal, teachers’ strong knowledge in critical thinking and its instructional strategies, professional development and training in teaching for critical thinking create a culture conducive to critical thinking. This study contributes to the literature by studying the relationship between two important educational constructs: critical thinking and school culture and showing how a school culture characterized by shared vision, collaborative leadership, and an epistemological orientation based on divergent thinking foster students’ critical thinking. Moreover, this study makes recommendations to stakeholders and school leaders on how to create a school culture conducive to critical thinking by empowering teachers and providing them professional development in teaching for critical thinking. (Author’s abstract)