Cognitive Skills Achievement in Mathematics of the Elementary Pre-Service Teachers Using Piaget’s Seven Logical Operations

Jaynelle G Domingo Et Al

doi:10.17762/turcomat.v12i4.524

Abstract

This study determined the cognitive skills achievement in mathematics of elementary pre-service teachers as a basis for improving problem-solving and critical thinking which was analyzed using Piaget's seven logical operations namely: classification, seriation, logical multiplication, compensation, ratio and proportional thinking, probability thinking, and correlational thinking. This study utilized an adopted Test on Logical Operations (TLO) and descriptive research design to describe the cognitive skills achievement and to determine the affecting factors. Overall, elementary pre-service teachers performed with sufficient understanding in dealing with the TLO. However, in each logical operation, students were found to have insufficient understanding of probability thinking and correlational thinking. These insufficiencies in other logical operations were attributed to their misconceptions on some mathematical terms, misinterpretation of the problems, poor comprehension skills, poor problem-solving skills, and poor performance in mathematics in general.

Highlights

Cognitive skills achievement in mathematics as the quantified measure of the cognitive skills that an individual can perform in mathematics serves as a basis in determining the mathematics ability of the Filipino learners [1]; [2]
Descriptive statistics such as frequency, percentage, mean, and rank were employed to describe the performance and categorization of cognitive skills based on their cognitive skills achievement in mathematics
Elementary pre-service teachers showed sufficient understanding in most of the seven logical operations and insufficient to some. They showed an insufficient understanding of probability thinking and correlational thinking

Summary

Introduction

Cognitive skills achievement in mathematics as the quantified measure of the cognitive skills that an individual can perform in mathematics serves as a basis in determining the mathematics ability of the Filipino learners [1]; [2]. In the well-known theory of cognitive development proposed by famous French-Swiss psychologist Jean Piaget, he discussed the stages of development and the cognitive skills and intelligence learned by children in a particular stage. He defined cognitive development as the mental growth or development of the intelligence of the learner. Several definitions of critical thinking have become known from the cognitive psychological approach which includes mental processes, strategies, and representations people use to solve problems, make decisions, and learn new concepts [5]; [6]; [7]. On the other hand, [8] defined problem solving as finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown. [9] stressed that problem solving is a critical and higher level of cognitive skills

Methods

Results

Conclusion