Duhwi Indartiningsih, Tatag Yuli Eko Siswono, Wiryanto, Suryanti
The aim of this research is to describe teachers' conceptions of critical thinking in mathematics teaching. It also aims to evaluate critical thinking conceptions of teachers with high, mod-erate, and low conceptions. The research method used was Explanatory Sequential Mixed Methods with quantitative data collected sequentially through questionnaires distributed to 200 primary school mathematics teachers in in Sidoarjo District, East Java, Indonesia. Furthermore, qualitative data were collected through interviews and observations in the high, medium, and low cate-gories. The results showed that teachers with high critical thinking conceptions had appropriate conceptions and were better able to design mathematics instruction. Teachers with medium and low critical thinking skills only had appropriate conceptions of the indicators, which makes them unable to design mathematics teaching activities. © 2025, City University of New York. All rights reserved.
State University of Surabaya, Surabaya, Indonesia
