A Preliminary Investigation of Using Writing as a Critical Thinking Tool

This study examines the relationship among learning, writing, critical thinking, and knowledge retention. Having noted students‟ surprise at failing a math placement test when they believe they “know” the material on it, the author hypothesizes that a lack of critical thinking about the material in earlier math courses allows students‟ memory of it to fade over time. The author uses Bloom‟s Taxonomy, as modified and published in 2001, to show the need for higher-level thinking to facilitate knowledge retention. Writing is used as a principal strategy for stimulating critical thinking among students studying Contemporary Mathematics at Virginia Commonwealth University in Qatar, located in Doha, Qatar. Studies involving three such classes during the 2010-2011 academic year will incorporate critical thinking assignments via writing requirements and test the effects of these assignments on students‟ retention.