The history of mathematical discoveries as a means of developing students’ critical thinking

Abstract

The article examines the problem of developing students’ critical thinking through the study of the history of mathematical discoveries. It emphasizes that, within the modern educational paradigm focused on the competence-based approach, the formation of critical thinking is one of the key objectives of learning. The views of foreign and Ukrainian scholars (J. Dewey, M. Lipman, D. Halpern, P. Saukh, S. Terno, O. Pometun, and others) on the essence of critical thinking as a conscious, reflective, and independent process of reasoning based on evidence and logic are analyzed. It is substantiated that the history of mathematical discoveries has great potential for developing critical thinking, as it demonstrates the evolution of scientific ideas, the path from mistakes and doubts to proven truths. A set of effective methodological techniques is proposed, including the creation of problem-based situations with historical content, the use of interactive methods, the organization of research projects, the preparation of digital products (presentations, videos), and the solving of historical mathematical problems. It is emphasized that engaging students in exploring the history of science contributes to the development of analytical abilities, fosters skills of comparison, argumentation, evaluation of various viewpoints, and the ability to make reasoned decisions. The article concludes that the history of mathematics serves as a powerful didactic tool for fostering critical thinking, combining cognitive, research, and educational potential, and promoting the development of creative, thoughtful, and independent learners.