Concept Process with Mathematical Thinking Tools under the Domain of Piaget’s Theory of Cognitive Development

Muhammad Khalil & Zahoor-ul-Haq

Abstract

Mathematical thinking is the habit of mind. It is important for school as it activates and regulates thinking that is essential for conceptual learning. Although, mathematics’ educationists are undivided in this that conceptual learning is a tough cognitive activity and uncontroversial aim of mathematics education. Piaget described this conceptual learning process in four discrete stages that transcend with the passage of time. In mathematics, developing concept is a long term process, independent of age and it progresses in stages. And each stage requires proper mathematical thinking behavior that evokes different images of related concept. This article explained the process of concept that depends upon four interconnected mathematical thinking stages with reference to Piaget’s stages rather than age. Despite the formal age of a person, a person will be in the first stage of a specific concept if he/she does not have the sense of concept. The critical conclusion of this article revealed that mathematics teachers should use stages in their teaching and integrate thinking behavior along with content transformation.