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Authors

M Ganeshwer

Dr. Dileep Singh

Abstract

This review explores the intersection of critical reasoning and creative learning in mathematics education. It synthesizes findings from the past decade on instructional strategies, curriculum models, and classroom practices that foster mathematical thinking. The article analyzes how fostering a blend of logic-based reasoning and open-ended, divergent thinking improves students' conceptual understanding, problem-solving capabilities, and attitudes toward mathematics. Implications for teacher training, curriculum development, and future research are also discussed.

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