Critical Thinking Disposition and Mathematics Productivity of Students: A Convergent Parallel Study

Abstract

This study examined the relationship between critical thinking disposition and mathematics productivity, highlighting how critical thinking skills contribute to enhanced mathematical performance and sustained engagement. Using a mixed-methods design with a parallel convergent approach, quantitative data were collected from 245 randomly selected students, while qualitative insights were gathered from 14 purposively chosen participants through interviews and focus groups. Results revealed a high level of both critical thinking disposition and mathematics productivity, with a significant positive correlation, r (243) = .821, p < .001. Qualitative findings emphasized the importance of teaching and learning strategies, real-world applications, and the cultivation of curiosity, while also identifying cognitive barriers to problem-solving. Students reported gains in practical skills, engagement, and perseverance. Integration of the data confirmed that a strong critical thinking disposition enhances mathematics productivity by improving problem analysis, logical reasoning, and sustained effort. The study underscores the critical role of dynamic, supportive classroom environments in fostering these outcomes