Critical thinking in elementary mathematicsSiregar, Pariang Sonang (Avtor) Hermita, Neni (Avtor) Santosa, Firman (Avtor) Herti, Tety (Avtor) deeper learningpedagogical modelcritical thinkingmathematics educationelementary schoolThis study evaluates a deeper learning model integrating mindful, meaningful, and joyful learning to bridge the procedural-conceptual knowledge gap. Using a sequential exploratory mixed-method design within a Lesson Study framework, we involved 7 teachers and 20 Indonesian fourth graders. Quantitative results showed significant critical thinking improvement (F = 528.603, p < .000) with a large effect size (d = 7.36). Qualitative findings revealed that the model established a psychologically safe environment, facilitating student-led knowledge construction. Despite the small sample, this study provides a validated pedagogical framework for fostering higherorder mathematical reasoning through affective safety and metacognition.Univerza v Mariboru, Univerzitetna založba20262026-09-15 10:50:16Znanstveno delo100362sl