High order thinking skills: can it arise when a prospective teacher solves a controversial mathematics problem?

Abstract

Abstract High order thinking skills are important for prospective mathematics teachers. This study aims to describe whether High Order Thinking Skills (HOTS) can appear when prospective teachers solve controversial math problems. This research has been conducted using descriptive qualitative research. The instruments that have been used are controversial math test questions and interviews. The research subjects used were 150 prospective mathematics teachers, and three people who experienced controversy were taken to find out their HOTS. The results showed that from the three subjects, information was obtained that analysis and evaluation had emerged when solving controversial problems, but only one subject appeared for creating. Suggestions for the next researcher is to combine critical thinking and HOTS to bring up aspects of creating.