{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,1,31]],"date-time":"2024-01-31T11:08:09Z","timestamp":1706699289253},"reference-count":18,"publisher":"Walter de Gruyter GmbH","issue":"1","license":[{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,1,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>Nowadays it is important to improve in higher education students the critical thinking skills and dispositions in the different curricular units that are part of their schooling. Since \u201cLinear Algebra\u201d is a curricular unit part of any degree in engineering, we show that it is possible to integrate activities in their classes that enable the development of skills and critical thinking dispositions by students. We present examples of such activities for one item\/topic of the syllabus of Linear Algebra as a proposal for future implementation in the teaching process. We will apply principles of instructional design planning and evaluation of those activities that develop critical thinking skills and dispositions in students. We will also apply active learning principles and cooperative learning strategies, including the learning based on problem solving, using questioning.<\/jats:p>","DOI":"10.1515\/edu-2020-0141","type":"journal-article","created":{"date-parts":[[2021,3,11]],"date-time":"2021-03-11T23:04:40Z","timestamp":1615503880000},"page":"76-83","source":"Crossref","is-referenced-by-count":1,"title":["Teaching Linear Algebra in Engineering Courses Using Critical Thinking"],"prefix":"10.1515","volume":"3","author":[{"given":"Paula","family":"Catarino","sequence":"first","affiliation":[{"name":"Department of Mathematics , University of Tr\u00e1s-os-Montes e Alto Douro , 5001-801 Vila Real , Portugal"}]},{"given":"Paulo","family":"Vasco","sequence":"additional","affiliation":[{"name":"Department of Mathematics , University of Tr\u00e1s-os-Montes e Alto Douro , 5001-801 Vila Real , Portugal"}]}],"member":"374","published-online":{"date-parts":[[2021,3,11]]},"reference":[{"key":"2022021003533381598_j_edu-2020-0141_ref_001","doi-asserted-by":"crossref","unstructured":"Clarke, J. (2019). Critical Dialogues: Thinking Together in Turbulent Times. Bristol: Policy Press. p. 6.","DOI":"10.1332\/policypress\/9781447350972.001.0001"},{"key":"2022021003533381598_j_edu-2020-0141_ref_002","unstructured":"Cristov\u00e3o, E. M., Spiller, L. K. P. C. (2009). Matrizes, determinantes e sistemas ou sistemas, matrizes e determinantes?. Retrieved from http:\/\/alb.org.br\/arquivomorto\/edicoes_anteriores\/anais17\/txtcompletos\/sem07\/COLE_4002.pdf, in 21 July 2020."},{"key":"2022021003533381598_j_edu-2020-0141_ref_003","unstructured":"CRITHINKEDU - Critical Thinking across the European Higher Education Curricula. Retrieved from http:\/\/crithinkedu.utad.pt\/pt\/what-is-crithinkedu\/, in 21 July 2020."},{"key":"2022021003533381598_j_edu-2020-0141_ref_004","unstructured":"Day, J. M., & Kalman, D. (1999). Teaching linear algebra: what are the questions?. Retrieved from www.american.edu\/academic.depts\/cas\/mathstat\/People\/kalman\/pdffiles\/questions.pdf in 21 July 2020."},{"key":"2022021003533381598_j_edu-2020-0141_ref_005","unstructured":"Dominguez, C. (coord.) (2018). A European collection of the Critical Thinking skills and dispositions needed in different professional fields for the 21st century. Vila Real: UTAD."},{"key":"2022021003533381598_j_edu-2020-0141_ref_006","doi-asserted-by":"crossref","unstructured":"Ernst, J. (Athman), & Monroe, M. (2004). The effects of environmentbased education on students\u2019 critical thinking skills and disposition toward critical thinking. Environmental Education Research, 10(4), 507-522.","DOI":"10.1080\/1350462042000291038"},{"key":"2022021003533381598_j_edu-2020-0141_ref_007","unstructured":"Glaser, Edward M. Defining Critical Thinking. The International Center for the Assessment of Higher Order Thinking (ICAT, US)\/ Critical Thinking Community. Retrieved from https:\/\/www.criticalthinking.org\/pages\/defining-critical-thinking\/766 in 21 July 2020."},{"key":"2022021003533381598_j_edu-2020-0141_ref_008","unstructured":"Facione, P. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment & Instruction: The Delphi Report. California: California Academic."},{"key":"2022021003533381598_j_edu-2020-0141_ref_009","unstructured":"Facione, P. (2013). Critical Thinking: What it is and Why it counts?. Retrieved from https:\/\/bit.ly\/2KoBKHh in 21 July 2020."},{"key":"2022021003533381598_j_edu-2020-0141_ref_010","doi-asserted-by":"crossref","unstructured":"Huang, H., Ricci, F., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. International J. of Research in Ed. And Science, 2(1), 190-200.","DOI":"10.21890\/ijres.57796"},{"key":"2022021003533381598_j_edu-2020-0141_ref_011","doi-asserted-by":"crossref","unstructured":"Jacob, S. (2012). Mathematical achievement and critical thinking skills in asynchronous discussion forums. Procedia-Social and Behavioral Sciences, 31, 800-804.","DOI":"10.1016\/j.sbspro.2011.12.144"},{"key":"2022021003533381598_j_edu-2020-0141_ref_012","unstructured":"Lopes, J., & Silva, H. (2009). Aprendizagem cooperativa na sala de aula: um guia pr\u00e1tico para o professor. Lisboa: Edi\u00e7\u00f5es Lidel."},{"key":"2022021003533381598_j_edu-2020-0141_ref_013","unstructured":"Lyman, F. (1981). The Responsive Classroom Discussion. In A. S. Anderson (Ed.), Mainstreaming Digest (pp. 109-113). College Park, MD: University of Maryland College of Education."},{"key":"2022021003533381598_j_edu-2020-0141_ref_014","doi-asserted-by":"crossref","unstructured":"Nascimento, M. M., Catarino, P., Morais, E., & Vasco, P. (2019). Com um brilhozinho nos olhos: tr\u00eas experi\u00eancias promotoras de Ensino do pensamento cr\u00edtico na \u00e1rea da Matem\u00e1tica. Revista Lus\u00f3fona de Educa\u00e7\u00e3o, 44, pp. 191-209.","DOI":"10.24140\/issn.1645-7250.rle44.12"},{"key":"2022021003533381598_j_edu-2020-0141_ref_015","unstructured":"Perceval, V. O. (2017). Conte\u00fados de \u00c1lgebra Linear: Metan\u00e1lise de Pesquisas na \u00c1rea da Educa\u00e7\u00e3o Matem\u00e1tica. Course Completion Paper presented to the Exact Sciences Degree Course at Federal University of Pampa, Ca\u00e7apava do Sul, Brasil."},{"key":"2022021003533381598_j_edu-2020-0141_ref_016","unstructured":"Pinho, D. P. V. S. (2010). Matrizes e aplica\u00e7\u00f5es no ensino secund\u00e1rio. Master thesis, Universidade Portucalense, Porto."},{"key":"2022021003533381598_j_edu-2020-0141_ref_017","unstructured":"Pinto, P. (2004). Resumo das Aulas Te\u00f3ricas de \u00c1lgebra Linear. Retrieved from https:\/\/www.math.tecnico.ulisboa.pt\/~ppinto\/al0405\/Alteoricasem.pdf. in 21 July 2020."},{"key":"2022021003533381598_j_edu-2020-0141_ref_018","doi-asserted-by":"crossref","unstructured":"Van Merri\u00ebnboer, J., Clark, R., & Croock, M. de (2002). Blueprints for Complex Learning: The 4C\/ID- Model. 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