MATHEMATICAL CRITICAL THINKING SKILLS IN TERMS OF GENDER: A SYSTEMATIC LITERATURE REVIEW

Abstract

Critical thinking has become one of the essential skills needed in the era of globalization, especially in the context of education. This study aims to examine the trends, differences in mathematical critical thinking skills based on gender, and the factors influencing these differences through a systematic literature review (SLR) approach. The method follows the PRISMA guidelines, analyzing 31 articles from an initial 699 references published between 2014 and 2024. The findings indicate that female students excel in evaluation, detailed analysis, and reflection, while male students are more efficient and excel in interpretation and spatial visualization. These differences are influenced by cognitive styles, socio-cultural factors, and pedagogical approaches. The study also identifies regional and temporal trends. It concludes that gender-responsive teaching approaches can help reduce this gap and recommends evidence-based pedagogical interventions to optimize the development of students' critical thinking skills.