Enhancing mathematical critical thinking through the core instructional model: The role of emotional intelligence

This study investigates the effects of the CORE instructional model on enhancing students’ critical thinking skills in mathematics, focusing on the moderating role of emotional intelligence. Critical thinking and emotional intelligence are pivotal in mathematics education, enabling students to analyze, evaluate, and solve complex problems while managing cognitive and emotional challenges. Despite their importance, traditional teaching methods often fail to address these dimensions effectively, necessitating innovative pedagogical approaches. A quasi-experimental design was employed to compare the effectiveness of the CORE model with conventional teaching methods among eighth-grade students. The study also examined the interaction between teaching methods and emotional intelligence levels. Data were collected through a critical thinking test and an emotional intelligence questionnaire, analyzed using descriptive and inferential statistics. Results showed that the CORE model significantly outperformed conventional methods in fostering critical thinking skills. Students with higher emotional intelligence achieved superior outcomes under the CORE model, leveraging self-regulation and reflective practices. Even students with lower emotional intelligence showed notable improvements compared to traditional methods. These findings highlight the importance of integrating cognitive and emotional dimensions into instruction. This study contributes to educational research by demonstrating the CORE model’s efficacy and offering insights into its alignment with emotional intelligence. Implications for tailored instructional strategies and future research directions are discussed.