Cognitive inertia in mathematical thinking on students with intellectual disability

Abstract

This research delves into cognitive inertia within mathematical cognition among students with intellectual disabilities, uncovering pivotal challenges in arithmetic operations and problem-solving. Numeric ordering tests reveal a preference for ascending order, signaling the necessity for nurturing reverse thinking and analytical skills. Notably, superior addition performance hints at a need for a heightened focus on subtraction. Problem-solving complexities intensify, especially with combined addition and subtraction tasks, accentuating challenges in managing operational shifts. The analysis underscores a decline in performance as tasks grow intricate, attributing this not solely to heightened difficulty but to the pronounced cognitive inertia. The intricate web of mathematical exercises exacerbates errors, demanding adaptive teaching methods and substantial support for complex problem-solving. While heightened complexities pose challenges, comprehensive analysis considers teacher support and methodologies. This study builds on existing research, shedding light on the impact of unsolvable tasks and cognitive exhaustion symptoms. Understanding these dynamics is crucial for tailored educational strategies, addressing cognitive inertia, and enhancing mathematical proficiency in students with intellectual disabilities.