Which approach best demonstrates higher-order thinking when using a calculator in math?

• A. Use a single fixed method without discussion.
• B. Have students try different methods to reach 100 and discuss which works best.
• C. Tell peers the answer.
• D. Write the steps repeatedly.

Answer: (B)

Trying different methods to reach a target number on a calculator and discussing which method works best builds higher-order thinking because it requires evaluating options, comparing outcomes, and justifying why one approach is more reliable or efficient than another. When students test multiple strategies—such as decomposing 100 in different ways, using memory functions, or rearranging operations—and then articulate why a particular method is preferred, they’re analyzing reasoning processes, not just following steps. This kind of discussion also fosters metacognition, as learners reflect on their own thinking and learning strategies, and it helps them see that there can be multiple valid paths to a solution.

The other approaches don’t promote that level of reasoning. Sticking to a single fixed method with no discussion keeps students on a procedural path without encouraging evaluation or justification. Simply telling peers the answer bypasses the opportunity to articulate and scrutinize reasoning. Repeating the same steps without variation tends to be rote and does not require students to think about why a method works or how to compare different strategies.