Problem-Solving Tasks in Relation to Critical Thinking Skills of Elementary Mathematics Learners

This study aimed to determine the extent of integrating problem-solving tasks to enhance critical thinking skills in elementary mathematics instruction. Specifically, it examined four domains of problem-solving tasks—real-world problem solving, open-ended questions, mathematical investigations, and collaborative problem-solving—and their relationship to four domains of critical thinking skills, namely scaffolding technique, questioning technique, exploration and discovery, and problem-based learning. Using a descriptive-correlational design with 86 elementary teachers as respondents, data were collected through a validated survey instrument and analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. Findings revealed that real-world problem solving was extensively integrated, while other domains were moderately practiced. Critical thinking skills were found to be extensively developed, with exploration and discovery having the highest rating. A significant positive correlation (r = 0.226, p = 0.036) was found between problem-solving task integration and critical thinking skill development. However, regression analysis indicated that none of the individual domains significantly predicted critical thinking outcomes (p > 0.05). These results suggest that while problem-solving tasks contribute to enhancing critical thinking, their combined implementation is more influential than any single domain.