ERIC Number: ED284746
Record Type: RIE
Publication Date: 1987-May-18
The Development of Mathematical Thinking as a Function of the Interaction between Affective and Cognitive Factors.
Kaplan, Rochelle G.
It is generally accepted that mathematical reasoning, like language acquisition, is part of normal cognitive development. This paper proposes that other variables must be considered when explaining the differences in the acquisition of mathematical reasoning skills in young children. Considered is some of the evidence that suggests that certain patterns of affective and motivational characteristics relate to the quality of children's mathematical thinking; this includes not only such thinking as measured by academic achievement tests, but also strategies individuals use to obtain their answers. Also discussed is the nature of certain patterns of affective, motivational, or personal characteristics that are related to, yet go beyond, the development of purely cognitive differences. Based on the observation of videotapes of teachers and young children engaged in mathematical activities, it is suggested that different types of non-cognitive behaviors are associated with the development of certain kinds of mathematical thinking. The results indicated a difference between learners who were classified as pro-mathematical thinkers with those categorized as anti-mathematical thinkers. (TW)
Descriptors: Achievement Gains, Affective Measures, Cognitive Development, Cognitive Measurement, Cognitive Processes, Cognitive Structures, Elementary Education, Elementary School Mathematics, Learning Strategies, Mathematical Concepts, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Mathematics Skills, Student Motivation
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Jean Piaget Society (17th, Philadelphia, PA, May 28-30, 1987).