HOPEACADEMY
HED4813
ASSESSMENT 01
Closing date: Saturday, 25 June 2025,
11:00 PM
2025
Question 1: (50 marks)
Critically evaluate the role of cognitive development and individual learning preferences in
shaping effective problem-solving and problem-centered models in mathematics education.
In your discussion, draw upon relevant theories, including but not limited to Piaget's stages
of cognitive development, and consider how these concepts influence the selection and
efficacy of mathematical models and teaching strategies. Additionally, analyse how various
factors, such as the VARK model of learning preferences, affect learners’ engagement with
problem-solving tasks. Finally, propose specific strategies that teachers can implement to
create an inclusive and effective learning environment that caters to the diverse cognitive
developmental stages and learning preferences of learners.
0 7 6 4 0 3 1 2 2 9
,HED4813 ASSESSMENT 01
UNIQUE NUMBER: 147261
Closing date: Saturday, 25 June 2025, 11:00 PM
Question 1: (50 marks)
Critically evaluate the role of cognitive development and individual learning
preferences in shaping effective problem-solving and problem-centered models in
mathematics education. In your discussion, draw upon relevant theories,
including but not limited to Piaget's stages of cognitive development, and
consider how these concepts influence the selection and efficacy of mathematical
models and teaching strategies. Additionally, analyse how various factors, such as
the VARK model of learning preferences, affect learners’ engagement with
problem-solving tasks. Finally, propose specific strategies that teachers can
implement to create an inclusive and effective learning environment that caters
to the diverse cognitive developmental stages and learning preferences of
learners.
Teaching mathematics effectively is very important, but it is not always easy.
Every learner is different. They think differently, learn differently, and solve
problems differently. When teaching mathematics, teachers must think about
learners’ cognitive development and learning preferences. Cognitive development
means how learners grow in their thinking abilities. Learning preferences describe
how learners best take in and understand information. This essay will explain the
role of cognitive development and learning preferences in shaping problem-
solving models in mathematics education. It will also look at important theories
like Piaget’s stages of development and the VARK model of learning styles. Finally,
the essay will suggest strategies teachers can use to make sure every learner is
included and supported.
, Understanding how learners develop their thinking is very important when
teaching mathematics. Jean Piaget (1952), a well-known psychologist, believed
that children’s thinking develops in stages as they grow. His theory helps teachers
understand how learners approach problem-solving in mathematics.
Piaget described four stages of cognitive development. The first is the
Sensorimotor Stage (0–2 years). In this stage, babies learn about the world
through their senses and movements. They do not yet understand formal
concepts, so this stage is not directly important for teaching mathematics.
The second stage is the Preoperational Stage (2–7 years). In this period, children
start to use symbols, such as numbers and words. However, their thinking is still
very simple and not always logical. They might struggle to understand more
complex ideas and often need visual or physical support to solve problems.
The third stage is the Concrete Operational Stage (7–11 years). During this stage,
children begin to think logically, but only about things they can see, touch, or
experience directly. They can solve problems involving counting, simple addition,
subtraction, and measurements. This stage is very important for primary school
mathematics because children need hands-on activities, like using blocks,
counters, or drawings, to understand mathematical ideas properly (Piaget, 1952).
Finally, the Formal Operational Stage (12 years and older) marks the ability to
think abstractly. Learners at this stage can solve problems in their minds without
needing physical objects. They can work with complex ideas like algebra,
variables, and theoretical problems.
HED4813
ASSESSMENT 01
Closing date: Saturday, 25 June 2025,
11:00 PM
2025
Question 1: (50 marks)
Critically evaluate the role of cognitive development and individual learning preferences in
shaping effective problem-solving and problem-centered models in mathematics education.
In your discussion, draw upon relevant theories, including but not limited to Piaget's stages
of cognitive development, and consider how these concepts influence the selection and
efficacy of mathematical models and teaching strategies. Additionally, analyse how various
factors, such as the VARK model of learning preferences, affect learners’ engagement with
problem-solving tasks. Finally, propose specific strategies that teachers can implement to
create an inclusive and effective learning environment that caters to the diverse cognitive
developmental stages and learning preferences of learners.
0 7 6 4 0 3 1 2 2 9
,HED4813 ASSESSMENT 01
UNIQUE NUMBER: 147261
Closing date: Saturday, 25 June 2025, 11:00 PM
Question 1: (50 marks)
Critically evaluate the role of cognitive development and individual learning
preferences in shaping effective problem-solving and problem-centered models in
mathematics education. In your discussion, draw upon relevant theories,
including but not limited to Piaget's stages of cognitive development, and
consider how these concepts influence the selection and efficacy of mathematical
models and teaching strategies. Additionally, analyse how various factors, such as
the VARK model of learning preferences, affect learners’ engagement with
problem-solving tasks. Finally, propose specific strategies that teachers can
implement to create an inclusive and effective learning environment that caters
to the diverse cognitive developmental stages and learning preferences of
learners.
Teaching mathematics effectively is very important, but it is not always easy.
Every learner is different. They think differently, learn differently, and solve
problems differently. When teaching mathematics, teachers must think about
learners’ cognitive development and learning preferences. Cognitive development
means how learners grow in their thinking abilities. Learning preferences describe
how learners best take in and understand information. This essay will explain the
role of cognitive development and learning preferences in shaping problem-
solving models in mathematics education. It will also look at important theories
like Piaget’s stages of development and the VARK model of learning styles. Finally,
the essay will suggest strategies teachers can use to make sure every learner is
included and supported.
, Understanding how learners develop their thinking is very important when
teaching mathematics. Jean Piaget (1952), a well-known psychologist, believed
that children’s thinking develops in stages as they grow. His theory helps teachers
understand how learners approach problem-solving in mathematics.
Piaget described four stages of cognitive development. The first is the
Sensorimotor Stage (0–2 years). In this stage, babies learn about the world
through their senses and movements. They do not yet understand formal
concepts, so this stage is not directly important for teaching mathematics.
The second stage is the Preoperational Stage (2–7 years). In this period, children
start to use symbols, such as numbers and words. However, their thinking is still
very simple and not always logical. They might struggle to understand more
complex ideas and often need visual or physical support to solve problems.
The third stage is the Concrete Operational Stage (7–11 years). During this stage,
children begin to think logically, but only about things they can see, touch, or
experience directly. They can solve problems involving counting, simple addition,
subtraction, and measurements. This stage is very important for primary school
mathematics because children need hands-on activities, like using blocks,
counters, or drawings, to understand mathematical ideas properly (Piaget, 1952).
Finally, the Formal Operational Stage (12 years and older) marks the ability to
think abstractly. Learners at this stage can solve problems in their minds without
needing physical objects. They can work with complex ideas like algebra,
variables, and theoretical problems.
