Theory and Analysis of Learning Paradigms: The Capabilities for Critical Thinking of Prospective Instructors of Mathematics

This study aims to analyze the learning paradigm and mathematical critical thinking abilities of prospective mathematics teachers. The analysis of prior literature and pertinent research reflects the key ideas examined in the present paper. The literature review conducted for this study will provide educational leaders, educators, scholars, and anyone else interested in this topic with useful insights. For the future, which depends on these students' talents, these insights provide an organized and shared perspective on how these concepts effect student development. The literature is organized as follows: Learning paradigms and its important aspect, interpretive paradigm in mathematics, critical paradigm and its important aspect, post-modern paradigm, multi-paradigmatic research and how it relates to mathematics, followed by mathematical and critical thinking abilities of the students. These connected research projects and works of literature provide data that genuinely support and broaden our viewpoints on mathematics. Critical thinking is a crucial part of solving problems, which is the skill required for success in the discipline of mathematics. By examining students' mathematical critical thinking skills, teachers can spot areas where they may be having trouble and create plans to help them improve. By looking at students' mathematical critical thinking abilities, it has been shown that developing these abilities improves academic success