DEVELOPING MATHEMATICAL THINKING AND REASONING COMPETENCIES FOR 3RD GRADE STUDENTS THROUGH TEACHING THE TOPIC OF NUMBERS UP TO 100,000

Abstract

Mathematical thinking and reasoning competence plays a pivotal role in the formation and development of general mathematical proficiency, aligning with the objectives of the 2018 General Education Mathematics Curriculum. Within the Grade 3 Mathematics program, the topic “Numbers up to 100,000” is regarded as a significant transitional phase, requiring students to enhance their abilities in recognizing, manipulating, and analyzing larger numbers, thereby providing ample opportunities to foster mathematical thinking and reasoning competence. This study focuses on analyzing the theoretical foundations of mathematical thinking and reasoning competence, while proposing specific pedagogical measures to develop this competence among Grade 3 students through teaching the topic “Numbers up to 100,000.” The proposed measures aim to enhance the quality of mathematics education, contributing to the attainment of sustainable educational goals.