Operational levels of cognitive stage achievement and representations of cognitive structures used in mathematical problem solving by young adult prospective teachers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Locke Holland (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Nancy White

Abstract: The differential achievement among concrete, transitional, and formal operational levels of cognitive stage in young adults was investigated. Also, the relations were tested among (a) cognitive stage achievement, (b) mathematical problem solution success, and (c) problem-solving strategies used in mathematics (spontaneous figure labeling, chosen solution strategy, and its match with actual strategy). The cognitive interviews replicated those of Piaget and Inhelder (1975) on notions of chance and probability with the use of Green's (1978) quasi-standardized procedural and methodological suggestions. The relations among cognitive achievement, success, and strategies used with math problem solving were tested with an inventory for representations of mathematical cognitive structure (Clark & Reeves, in press). Forty subjects represented prospective teachers. The mean age was 25. 5 years.

Additional Information

Language: English
Date: 1980
Young adults $x Intelligence levels
Problem solving
Mathematical ability

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