ERIC Number: ED202917
Record Type: RIE
Publication Date: 1980
Reference Count: 0
The Association Between Piagetian Cognitive and Long-Term Mnemonic Levels and Problem Solving in Mathematics.
Maher, Carolyn A.; O'Brien, John J.
A study designed to investigate the association between Piagetian cognitive and long-term mnemonic (recall and recognition) levels and problem solving in mathematics was conducted with 152 eighth-grade students. Cognitive level was determined by two evaluations (seven months apart) of a subject's performance on a clinically administered balance beam task. Mnemonic level was assessed clinically by measuring a subject's memory of three geometric figures taken two at a time. Problem solving performance was measured by the score achieved on the Advanced Metropolitan Problem Solving Test, administered at the same time as the second balance beam task. Loglinear and path analysis models were used to describe the association. Data support the link between Piagetian cognitive and long-term mnemonic levels and a measure of school mathematics achievement, problem solving. Results show that cognitive level and its differentiated aspects as determined by long-term mnemonic measures are important in determining problem solving success. Cognitive level and long-term mnemonic level are both highly correlated with problem solving separately. Although they are highly correlated with each other, they provide additional information about problem solving level when jointly viewed. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Piagetian Theory
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981). For related document, see TM 810 255.