1. Rhoan B. De Rosas BEED II-A
THEORY OF PIAGET` S STAGE OF COGNITIVE
DEVELOPMENT
Piaget`s theory not only provides a language for describing such problem in mathematics
learning, but also supplest tools with which to avoid them. One that seems especially important
to me is based on the motion of equilibration. As mathematical concept are introduced and
encountered in the classroom noted that I`m assuming mathematics classrooms are a place in
which mathematical concept are actually encountered. As new experience concerning a
particular concept, these experiences are either assimilated to the existing schemes or the
schemes are modified to accommodate the experience. A teacher who are or mindful or these
possibilities may able to better guide the experiences in a way that results in a sophisticated
guide and robust schemes. This paper began with a great from Piaget that on the fact of it,
schemed to be steep in classroom implication the full passage is this to understand in to discover
or reconstruct by rediscovery, and such conditions must be complied with if in the future
individuals are to be formed who are capable of production and creativity and not simply
repetitions. However the term discovers did not appear even once in the treatment above the
factors and stages of development.
PIAGET`S STAGES OF COGNITIVE DEVELOPMENT
1. Sensori-motor Stage
2. Pre-Operational Stage
3. Concrete-operational Stage
4. Formal Operational Stage