An investigation of the cognitive skills achievement of selected preservice mathematics teachers

• Main Author: Pagay, Alfredo Mendoza, Jr.
• Format: text
• Language: English
• Published: Animo Repository 2008
• Subjects: Mathematics > Study and teaching; Mathematics teacher education; Mathematics
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/189; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1188/viewcontent/CDTG004400_P.pdf
• Institution: De La Salle University

This study entitled, An Investigation of the Cognitive Skills Achievement of Selected Preservice Mathematics Teachers formed part of a broader need for further research centered on evaluating the cognitive skills achievement of Filipino students in the field of mathematics at the collegiate level. The study was conducted in Central Luzon State University in Nueva Ecija, Philippines. This is a government university situated in Science City of Muñoz. The participants comprised of twelve sophomore college students taking up Bachelor of Science in Secondary Education (BSEd) and Bachelor of Science in Elementary Education (BEEd) majoring in mathematics at the College of Education. This study utilized a descriptive empirical research design and generated a rich account of students level of cognitive skills achievement in mathematics, both qualitatively and quantitatively. The research techniques used in this study were problem driven, employing a descriptive system and audio taped records. Data gathered were analyzed qualitatively and quantitatively which were done by a close examination and analysis of students outputs from the test instrument, the Test of Logical Operations in Mathematics. The students problem solving heuristics were also examined using the Oregons Mathematics Scoring Guide. The second part was the execution of the interview protocol among twelve participating students for the purpose of evaluating the adequacy of their reasoning patterns in the Test of Logical Operations using Ravens Categories. Results of the study revealed that college sophomore students operate at the formal operational level of cognitive development as described by Piagets theory. In the four areas investigated, college sophomore students operating at the formal level have apparent deficiency in problem solving heuristics. The students obtained partial ratings in the assessment of their conceptual understanding, procedural knowledge, problem solving skills/strategies and mathematical communication. Early Formal (Formal 3A) students exhibited sufficient understanding while the Late Formal (Formal 3B) students obtained complete understanding in their overall performance in the logical operations.