Sembrano, Honey Grace L.

Instrumentations to Mathematics

BSED-Mathematics Engr. Dexter Jaed Daniel

COGNITIVE CONSTRUCTIVISM

Jean Piaget’s theory of cognitive constructivism suggests two fundamental ideas of cognitive
development: ages and stages of components which predict children’s capability of understanding with
regards to their ages. The theory tells that humans cannot be given specific information wherein it is
straightforward for them to comprehend. It is a matter of information being given and eventually be
constructed. Given these statements, we can assume that experiences are vital and the primary source
of knowledge. It enables humans to create schemas, a mental model of the world. These are changed,
enlarged, and made sophisticated through three complementary processes; assimilation,
accommodation, and equilibrium.

Assimilation is a process of involving new events into pre-existing cognitive structures. Accommodation
deals with an adjustment involvement of mental capabilities needed to accommodate new information.
Equilibrium will set in if a child was exposed to a new information where a new event has taken place,
and he has the capability to assimilate and accommodate.

These factors can be observed thoroughly by toddlers. They are the most vulnerable in acquiring new
information. For example, a child in a process of schema, learned for himself that a carabao is a cow.
Therefore, his conclusion of some farm animals will continue to stay not unless an intervention has been
made. With the help of his parents through the process of assimilation, he is then corrected into his
belief Accommodation will now set in, and he can no longer be thinking of a carabao, or other farm
animals being cows ever again.

THE FOUR PHASES OF DEVELOPMENT

The Sensorimotor Stage (Ages: birth to 2 years)

This stage involves the cognitive development of infants and toddlers primarily through their sensory
experiences. It is during this period that dramatic growth and learning is noticeable, as they are
continually interacting with their environment. They are slowly making discoveries about the real world.
However, the cognitive development during this period only lasts for a short amount of time. This stage
also involves learning a miniscule portion of languages, as they are surrounded by adults having
conversations. With the help of their senses, they are gradually adapting to their environment and
making up gibberish language for themselves.

The Preoperational Stage (Ages: 2 to 7 years)

In this stage, the foundation of language development may have been laid, and they can easily speak
limited languages. However, while their skills at language are gradually increasing, they still tend to think
about things in a very concrete manner. Furthermore, they are in the process of using symbols and learn
to use pictures and words to represent objects. At this stage, they tend to be a self-centered kid and
won’t be bothered to think about others.
Sembrano, Honey Grace L. Instrumentations to Mathematics

BSED-Mathematics Engr. Dexter Jaed Daniel

The Concrete Operational Stage (Ages: 7 to 11 years)

Children in this stage are still concrete and literal about their thinking. However, it is noticeable that
they are becoming keen and adept in using logic. They begin to understand with their observation, some
natural situations that are happening in their environment. Although their reasoning and thinking are
more logical and organized, the concreteness of it still remain. The egocentrism of the last stage will
disappear gradually, as they will become more sensitive to what other people might think.

The Formal Operational Stage (Ages: 12 and up)

The final stage of this theory involves a massive increase in logic compared to the previous stage.
Adolescents will now have the ability to comprehend and deduct abstract ideas, as they are now capable
of handling some crucial information. Critical abilities of hypothetical reasoning will emerge during this
stage. They will slowly build thinking more about philosophical, moral, social, ethical and political
aspects of the society that requires theoretical and abstract reasoning.

VAN HIELE LEVELS OF GEOMETRIC THINKING

Level 0: Visualization

The shape is one of the most recognizable aspects of an object. It is judged by its appearance and
generally viewed as a whole rather than by parts. Students are capable to understand basic principles or
properties of given shapes, but it is limited to some aspects.

Level 1: Analysis (Description)

Students at this level will start to learn and identify parts of figures and classifications of shapes. They
can describe different shape properties.

Level 2: Informal Deduction/ Abstraction

The recognition of the relationship between the properties of shapes will start at this level, but the
understanding of it is limited by informal deductive discussions of shapes and their different
characteristics.

Level 3: Formal Deduction

At this level, students can distinguish complex geometric concepts. They will start to think about the
relationship of properties in shapes, as well as between axioms, theorems, and postulates. Students
should be able to integrate abstract statements about geometric properties and make a conclusive and
logical statement to support their intuition.

Level 4: Rigor

Eventually, students will reach this final level of learning geometric reasoning. They are now capable to
specify and compare geometric results in different axiomatic systems without looking for concrete
examples. Mostly, this level responds to college-level mathematical thinking.