HED4813
ASSIGNMENT 1
ANSWERS 2025
HED4813 ASSIGNMENT 1 ANSWERS
2025
, HED4813
ASSESSMENT 01
UNIQUE NUMBER: 147261
Critically Evaluating Cognitive Development and Learning Preferences in
Mathematics Problem Solving
Mathematics education aims to equip learners with the ability to solve problems
using mathematical concepts and tools. Effective problem-solving and problem-
centered learning models in mathematics education must acknowledge and cater to
the intricate interplay of cognitive development and individual learning preferences.
Ignoring these factors risks creating a learning environment that is ineffective and
excludes many students. This essay will critically evaluate the role of these
elements, drawing upon relevant theories, analyzing influencing factors, and
proposing strategies for fostering inclusive and effective learning.
**Cognitive Development and Problem-Solving:**
Cognitive development, particularly as described by Piaget's theory, provides a
fundamental framework for understanding how learners construct mathematical
knowledge and approach problem-solving. Piaget proposed four stages:
* **Sensorimotor Stage (0-2 years):** While pre-mathematical, this stage lays the
foundation for understanding object permanence and cause-and-effect relationships,
which are crucial for later mathematical concepts.
* **Preoperational Stage (2-7 years):** Children in this stage are egocentric and
struggle with conservation (understanding that quantity remains the same despite
changes in appearance). They rely on intuition rather than logic and have difficulty
with abstract thinking. Therefore, problem-solving in this stage should focus on
concrete manipulatives and visual representations. For instance, using blocks to
understand simple addition and subtraction is far more effective than abstract
symbols.
* **Concrete Operational Stage (7-11 years):** Children develop logical thinking
about concrete objects and events. They understand conservation and can perform
operations like addition, subtraction, multiplication, and division. Problem-solving
activities should involve real-world examples and concrete objects, allowing learners
ASSIGNMENT 1
ANSWERS 2025
HED4813 ASSIGNMENT 1 ANSWERS
2025
, HED4813
ASSESSMENT 01
UNIQUE NUMBER: 147261
Critically Evaluating Cognitive Development and Learning Preferences in
Mathematics Problem Solving
Mathematics education aims to equip learners with the ability to solve problems
using mathematical concepts and tools. Effective problem-solving and problem-
centered learning models in mathematics education must acknowledge and cater to
the intricate interplay of cognitive development and individual learning preferences.
Ignoring these factors risks creating a learning environment that is ineffective and
excludes many students. This essay will critically evaluate the role of these
elements, drawing upon relevant theories, analyzing influencing factors, and
proposing strategies for fostering inclusive and effective learning.
**Cognitive Development and Problem-Solving:**
Cognitive development, particularly as described by Piaget's theory, provides a
fundamental framework for understanding how learners construct mathematical
knowledge and approach problem-solving. Piaget proposed four stages:
* **Sensorimotor Stage (0-2 years):** While pre-mathematical, this stage lays the
foundation for understanding object permanence and cause-and-effect relationships,
which are crucial for later mathematical concepts.
* **Preoperational Stage (2-7 years):** Children in this stage are egocentric and
struggle with conservation (understanding that quantity remains the same despite
changes in appearance). They rely on intuition rather than logic and have difficulty
with abstract thinking. Therefore, problem-solving in this stage should focus on
concrete manipulatives and visual representations. For instance, using blocks to
understand simple addition and subtraction is far more effective than abstract
symbols.
* **Concrete Operational Stage (7-11 years):** Children develop logical thinking
about concrete objects and events. They understand conservation and can perform
operations like addition, subtraction, multiplication, and division. Problem-solving
activities should involve real-world examples and concrete objects, allowing learners
