DEVELOPING CRITICAL AND LOGICAL THINKING SKILLS THROUGH THE USE OF NON-ROUTINE PROBLEMS AMONG PRE-SERVICE MATHEMATICS TEACHERS

Abstract

The development of critical and logical thinking skills has become a central objective in mathematics teacher education, particularly in preparing pre-service teachers to engage with complex and non-standard problem situations. Mathematics learning that relies predominantly on routine procedures often limits opportunities for reasoning and reflective judgment. This study aims to examine how the use of non-routine problems contributes to the development of critical and logical thinking skills among pre-service mathematics teachers. The study employed a qualitative literature review methodology, synthesizing peer-reviewed research that addresses non-routine problem solving, reasoning processes, and teacher preparation in mathematics education. Data were analyzed thematically to identify recurring cognitive patterns, engagement characteristics, and reported outcomes related to critical and logical thinking development. The results indicate that non-routine problems promote prolonged engagement, evaluative reasoning, comparison of alternative strategies, and improved logical coherence in mathematical arguments. The discussion highlights that these outcomes reflect a shift from procedural orientation toward reasoning-centered mathematical thinking, supporting the role of non-routine problems as effective pedagogical tools in teacher education. In conclusion, the study affirms that systematic integration of non-routine problems in pre-service mathematics teacher education can strengthen critical and logical thinking skills. The findings suggest important implications for curriculum design and instructional practices aimed at preparing future mathematics teachers to foster higher-order thinking in classroom settings.