HED4813
ASSIGNMENT 1 2025
UNIQUE NO.
DUE DATE: 2025
, Mathematics Education
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.
1. Introduction
Problem-solving is a cornerstone of effective mathematics education. To promote deep
mathematical understanding, teachers must consider both the cognitive
developmental stages of learners and their individual learning preferences.
Theories such as Jean Piaget's stages of cognitive development and learning
models like VARK (Visual, Auditory, Reading/Writing, Kinesthetic) offer valuable
insights into how learners think, process, and engage with mathematical problems.
2. Cognitive Development and Mathematical Problem Solving
Jean Piaget's theory suggests that learners move through four developmental stages:
Sensorimotor (0–2 years)
Preoperational (2–7 years)
Concrete operational (7–11 years)
Formal operational (11+ years)
In the concrete operational stage, learners begin to use logic but struggle with
abstract ideas, while in the formal operational stage, they develop the ability to think
abstractly and hypothetically—skills essential for solving algebraic or geometric
problems.
In a problem-centered classroom, teachers must align problems with these stages. For
instance:
1|Page
ASSIGNMENT 1 2025
UNIQUE NO.
DUE DATE: 2025
, Mathematics Education
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.
1. Introduction
Problem-solving is a cornerstone of effective mathematics education. To promote deep
mathematical understanding, teachers must consider both the cognitive
developmental stages of learners and their individual learning preferences.
Theories such as Jean Piaget's stages of cognitive development and learning
models like VARK (Visual, Auditory, Reading/Writing, Kinesthetic) offer valuable
insights into how learners think, process, and engage with mathematical problems.
2. Cognitive Development and Mathematical Problem Solving
Jean Piaget's theory suggests that learners move through four developmental stages:
Sensorimotor (0–2 years)
Preoperational (2–7 years)
Concrete operational (7–11 years)
Formal operational (11+ years)
In the concrete operational stage, learners begin to use logic but struggle with
abstract ideas, while in the formal operational stage, they develop the ability to think
abstractly and hypothetically—skills essential for solving algebraic or geometric
problems.
In a problem-centered classroom, teachers must align problems with these stages. For
instance:
1|Page
