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The Mathematics Educator Applying Piaget’s (数学教育家皮亚杰的应用)
The Mathematics Educator
2008, Vol. 18, No. 1, 26–30
Applying Piaget’s Theory of Cognitive Development to
Mathematics Instruction
Bobby Ojose
This paper is based on a presentation given at National Council of Teachers of Mathematics (NCTM)
in 2005 in Anaheim, California. It explicates the developmental stages of the child as posited by Piaget.
The author then ties each of the stages to developmentally appropriate mathematics instruction. The
implications in terms of not imposing unfamiliar ideas on the child and importance of peer interaction
are highlighted.
Introduction Underlying Assumptions
Jean Piaget ’s work on children ’s cognitive Piaget believed that the development of a child
development, specifically with quantitative concepts, occurs through a continuous transformation of thought
has garnered much attention within the field of processes. A developmental stage consists of a period
education. Piaget explored children ’s cognitive of months or years when certain development takes
development to study his primary interest in genetic place. Although students are usually grouped by
epistemology. Upon completion of his doctorate, he chronological age, their development levels may differ
became intrigued with the processes by which children significantly (Weinert Helmke, 1998), as well as the
achieved their answers ; he used conversation as a rate at which individual children pass through each
means to probe children ’s thinking
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